Sooner or later, this question arises in every school, where the director and teaching staff strive to approach work not formally, but with love for their students. Of course, you can make a museum. .for check. in terms of activities for reporting, but you can put your soul into it and do it. one of the favorite places to visit for all students and parents.

So, don't rush to buy equipment for museums until you decide on the theme of the school museum. At first glance though. it's very simple, on the second one. There are so many options and possibilities that you can use that you will simply be at a loss with the choice.

Well, first of all, traditionally. You can make a museum of the history of the school. This option is suitable for a school that, of course, already has this very history. That is, the school is at least 20 years old. History teachers and the children themselves can be involved in collecting historical material. These are both assessments and interest. Moreover, now there is the Internet and finding former students is not so difficult. This is already a large separate direction. It can be supplemented or expanded by ethnicity. That is, the history of the region in which the school is located. In this case museum equipment may be needed for some unique products, for example, folk crafts, or for an exhibition of products made by students, say, in creativity lessons.

Another variant. this is the allocation of premises for temporary thematic exhibitions with the subsequent selection of the best exhibits for a permanent future museum. This is generally a very interesting direction, since the children themselves will create the history of their school. And topics for exhibitions. they are endless. You can simply take each item and go beyond it, adding a touch of creativity. For example, within a couple of months, collect materials for a history exhibition. These can be paintings, photographs, crafts. And everyone will talk about their exhibit themselves. for example, at the opening of the exhibition: this will already be a whole celebration of history. Gradually museum display cases will be filled with the most interesting specimens and preserve the history of school events for future generations.

Story. this is just one item. But there is biology, physics, chemistry, even physical education. For any of the subjects, you can come up with a topic and prepare a fascinating exhibition in which the work of all interested students will take part. Main. start and approach it with responsibility and love. And then your school museum can even become a center of children's creativity.

Municipal budgetary educational institution

basic secondary school with. Otradnoye

Vyazemsky municipal district of Khabarovsk Territory

Project

creation of the school museum “Memory”

in MBOU OOSH village. Otradnoye

Students:

Komarov E., Istomina A.

Danilchenko V., Kornienko E.,

Novenko A., Pervykh V.

Heads: Milyukova O.Yu.,

Sysoeva S.V.

S. Otradnoe

2014-2015

“But the main thing is: love and love your fatherland!

For this love will give you strength and you will accomplish everything else without difficulty.”

M.E. Saltykov-Shchedrin

Justification of the need for the project.

There are many beautiful places on Earth, but every person should love and be proud of the places where he comes from, where he spent his childhood. He must remember what contribution his small homeland has made and is making today to the history of a large country.

This project is of great importance in the education and formation of the personality of students, the education of Citizens and Patriots and is necessary for involving students and parents of the MBOU secondary school in active search (research) activities. Otradnoe.

The school museum of the history of the village of Otradnoye is designed for students and parents. It will make a worthy contribution to the education of patriotism in students and will help to instill in our children a sense of dignity and pride, responsibility and hope, revealing the true values of the family, nation and Motherland. A child or teenager who knows the history of his area, village, the life of his ancestors, architectural monuments, will never commit an act of vandalism either in relation to this object or in relation to others. He will simply know their value.

Since 2008, the educational institution has organized the work of the “Path of Memory” research group. The guys work closely with the regional archive and museum named after. V.N. Usenko, editor of the newspaper “Vyazemskiye Vesti”. Every year they study the history of the village, its inhabitants and the contribution of fellow villagers to the history of the Motherland. The result of the search work is a number of research works:

2008 “Veterans are fellow villagers”;

2009 “Teachers of my school”;

2010 “People, years, destinies” (Kulyk family, “Countrymen on the fronts of the Great Patriotic War”;

2010 “Personality in the history of the Vyazemsky district: Nemechkina A.A”;

2011 “Workers of the Home Front”;

2012 “Pages from the history of my village”;

2013 “Otradnenskaya machine and tractor station”;

2008-2013 Chronicle “School graduates and village residents in the media.”

This rich material needs to be widely presented to the rural community, and this is possible in the museum created at the school.

Also in 2014, the school held the “Items of a Bygone Era...” campaign, during which a collection of antiquities of historical value was collected.

Thus, we believe that our school needs to create its own school museum.

The project will be implemented in the MBOU secondary school with. Otradnoe in the 2014-2015 academic year.

2. Project goal:

1. Preservation of historical memory and cultural heritage;

Developing interest in history, deepening knowledge of history and the formation of civic and patriotic feelings and beliefs based on specific historical material, affirming the significance of such values as: a) love and respect for the native village, for the native region; b) careful attitude towards the fruits of labor and the experience of previous generations; c) increase the historical heritage, preserve historical memory.

Raising a Citizen-Patriot.

3. Main objectives of the project:

1.Summarize and systematize the accumulated search material in accordance with the selected areas;

2. creation of a museum;

4. regular replenishment and updating of museum exhibits;

5. developing students’ interest in history, research, and scientific and educational activities;

6. introducing students to socially useful work, developing the activities of children to protect memorable places, historical and cultural monuments of their native village, region.

7. involving teachers, parents, students and other members of the public in the project.

4. Description of the project implementation.

There is no special room in the school building for organizing a school museum. Therefore, it was decided to organize a school museum corner in the history room. To achieve the set goals and objectives, we have already purchased display racks and material for stands. It is necessary to systematize the material according to directions and place it. After registration in the book, antiques will be placed in display cases. We believe that a museum corner at school will contribute increasing interest in the history of your village or region; active participation in historical and local history competitions, quizzes, Olympiads, hikes, excursions; formation of a civil-patriotic position among schoolchildren.

5. Planned activities.

The project is designed for 1 academic year (2014 -2015) and includes 3 stages:

Stage I - preparatory ( September – November 2014.)

Stage III – final (March 2015)

Preparatory stage ( September – November 2014 G .)

Its main task is to create conditions for the successful implementation of the project.

Analysis of the state of school capabilities.

Creation of a regulatory framework for a school museum corner.

Updating the project among participants in the educational process.

Determining the circle of people from among teachers, school administration to manage the project, distribution of roles, creation of a working group.

Acquaintance with the experience of using school museums in the educational process in other schools in the Vyazemsky district.

Searching for and attracting partners for cooperation in the media, cultural institutions, veterans' organizations, and the teaching community.

Its main task is to create a school museum corner.

Decorate the interior of the museum.

Organize work with students, parents, and the village community in order to replenish the school museum with exhibits.

The final stage (March 2015)

The main task of this period is to analyze the results of activities: achievements, shortcomings, and adjust further work in areas.

Inclusion of the museum resource in classroom, extracurricular and extracurricular activities.

The grand opening of the School Museum dedicated to the 70th anniversary of Victory in the Second World War.

Summing up, sharing the experience of project participants at meetings of the teachers' council, school education department.

Design of project products.

1. Presentation of the final materials of the project on the school website and the media.

2. Design of a collection of the best developments of excursions, museum lessons, lessons of Courage, class hours, integrated lessons on the issues of the project.

6. Work plan for the project.

Events

Responsible

Preparatory stage( September-November 2014.)

Studying regulatory documents and developing a regulatory framework.

September 2014 .

Milyukova O.Yu. - director,

Sysoeva S.V. – deputy director of water management,

Analysis of the state of school educational opportunities

September 2014

Milyukova O.Yu. - director,

Medvedeva T.N. - a history teacher

Studying the experience of using school museums in the educational process in other schools.

October 2014

Yarovenko S.A. – Librarian, Research Members. “Path of Memory” groups

Meeting of the research group “Path of Memory” on the topic

“The School Museum as a Center for Spiritual and Moral Development and Education”

October 2014

Medvedeva T.N. - a history teacher

Purchasing the necessary equipment

November 2014

Milyukova O.Yu. –Director, Governing Council

Carrying out a promotion

"Objects of a bygone era..."

December-February, 2014

Medvedeva T.N. - a history teacher

Research members “Path of Memory” groups

Decorate the interior of the museum.

Create exhibitions and sections of the museum.

Medvedeva T.N. - a history teacher

Research members “Path of Memory” groups, a detachment of volunteers.

Creation of a museum section “Memory” on the school website

Tkacheva Yu.V. - computer science teacher,

Research members “Path of Memory” groups

Continue the local history search work of the “Path of Memory” research group.

December-March 2015

Prepare guides for conducting excursions in the school museum.

Yarovenko S.A. - librarian

Research members “Path of Memory” groups

Final stage (March 2015)

Analysis of project results

March 2015

Sysoeva S.V. – deputy Director for Water Resources Management, T.N. Medvedeva - a history teacher

Research members group "Path of Memory"

The grand opening of the School Museum Corner dedicated to the 70th anniversary of the Victory in the Second World War.

Izhboldin S.S., senior counselor; Research members group "Path of Memory"

Coverage of the project results in the media and on the school website

Medvedeva T.N., history teacher

Head of research. “Path of Memory” groups

7. Expected results of the project.

As a result of the implementation of the project in the school with. In Otradnoye, a modern, attractive school museum corner, in demand by all participants in the educational process, will appear.

Museum will fit organically into the educational space of the school, which will allow, for example, museum lessons: “The front-line life of a soldier”, “Mass heroism as a source of victory in the Great Patriotic War” “Home front workers”, cool watch: “Our family heirlooms”, “The history of my family in photographs”, “I am a citizen of Russia”, quizzes: “History of the village of Otradnoe”, “History of the school”, Lesson of Courage"Turning through history's glorious page" thematic excursions:“Weapon of Victory”, “Battle Awards”, Mind games"Tank landing" meetings with veterans and home front workers, etc. What will help develop the best civic qualities of schoolchildren is their inclusion in creative activities and the cultural and historical space of the school museum corner.

As a result of the project, students:

Will master:

basic national values: patriotism, citizenship, work and creativity, family, social solidarity;

active activity position;

ways to solve problems of a creative and exploratory nature.

Will purchase a stable need and skills for communication, interaction with historical and cultural monuments.

will learn see the historical and cultural context of the things around them, i.e. evaluate them from the point of view of cultural development.

They will receive experience in project and research activities, which according to the Federal State Educational Standard are a priority in training, and experience in social interaction.

Testing their strengths and capabilities in creating and conducting excursions, lessons of Courage, museum lessons, quizzes, competitions, meetings with veterans and will acquire social experience in the role of guides, researchers, local historians, exhibitors.

2.http://ipk.68edu.ru/consult/gsed/748-cons-museum.html

The future of Russia depends on the civic position of its residents, adults and children. It is impossible to become a true citizen of the country without realizing yourself as a resident of the “small Motherland” - your street, city, region. The formation of historical memory is also facilitated by the work of school museums, which play a huge role in patriotic, civic, and adolescent education.

The work of the school museum is included in the educational process: through its collections and forms of activity, it is connected with the teaching of various school subjects and with additional education. A similar connection exists between schools and other types of museums, but it will never be as close and productive. More than anyone else, he is included in the life of the local community, and his “quality of life” is directly related to the attitude towards him on the part of the local administration, nearby enterprises and organizations.

Thus, a museum in a modern school represents an integrated educational environment where it is possible to implement new forms of organizing the cognitive and communicative activities of students.

Conceptual basis for the work of a school museum

The social project “Creation and operation of a school museum” is a program of real action, which is based on an urgent problem in society that requires a solution. The implementation of the project will help improve the social situation in a particular area and society. This is one of the ways to be included in public life through practical solutions to existing social problems. That's why we identified the problem first.

Problem: loss of interest among teenagers and young people in studying the history of the Fatherland, the Great Patriotic War, and the traditions of generations. Now this problem is one of the most pressing in our society.

Relevance: the study of the history of the Fatherland, the military and labor traditions of generations, the culture and moral foundations of one’s own people is of great importance in the life of every person. Love for the “small Motherland” and its study lead to knowledge of one’s Motherland and the whole world. The museum significantly concretizes and deepens knowledge about the native land and its glorious heroes and workers.

One of the traditions of our school is organizing and holding meetings with veterans of the Great Patriotic War and labor veterans. The day before, students, under the guidance of class teachers, visit their homes, write down memories of wartime, collect documents and artifacts of the era. This is how interesting material accumulates. And since our school is located on the street named after Hero of the Soviet Union Mikhail Alekseevich Guryanov, it was decided to collect material about M.A. Guryanov and his associates and everything collected will be presented in the school museum.

The goal of the project: to create and organize the work of the school Museum of Military and Labor Glory named after Hero of the Soviet Union M.A. Guryanov, who will contribute to the civic-patriotic, moral education of schoolchildren.

Project objectives:

development of civic initiative and civic responsibility among students;
students' acquisition of practical research experience;
carrying out work to collect material and exhibits for the museum, classifying materials, creating an exhibition.

Methodology for implementing the social project “Creation and operation of a school museum”

In our work to create the museum, we used various methods:

conversation,
survey,
collection of information,
expeditions,
excursions,
work with the District Veterans Council.

Before starting work, we held conversations in classes, wanting to find out “should there be a museum?” The results showed that a museum at school is necessary and interesting for schoolchildren. The guys supported the proposal, and many wanted to contribute to the creation of the exhibition.

We have decided on the algorithm for working on the project:

Determination of the thematic field and theme of the project. Clarification of contradictions, search and analysis of the problem, goal setting.
Collection and study of information. Development of an algorithm for your own solution to the problem in each specific case. Implementation of the action plan.
Execution of planned technological operations. Current step-by-step quality control of the completed work.
Preparation for project defense. Project presentation.
Analysis of project results, quality assessment.

Stages of work on the project “Creation and work of a school museum”

1. Organizational stage of work on creating a school museum.

At this stage, only the main areas of work and activities are planned. The plan helps to systematize and direct the work, but does not make it formal, does not fetter initiative, and does not impose unjustified restrictions. To begin with we did:

creating an initiative group of 5-6 students (preferably older ones) under the guidance of an adult (museum director). This is the Museum Council, each member of which takes on one of the areas of its activity (search work, exhibition design, lecture and tour guide work, creation of a data bank, creation of a museum page on the school website on the Internet);
Since starting “from scratch” can be difficult for children, at least a small foundation is needed, so the head of the museum first creates a mini-base. In our case, such a foundation was the materials collected at meetings with war participants, the Council of Veterans of the Pechatniki district, letters of inquiry to various archives of Moscow, the Moscow region, the Kaluga region to search for information about the partisan detachment of the Ugodsko-Zavodsky district (now the city of Zhukov ), which was led by the commissar of the partisan detachment M.A. Guryanov.

At the first stage, it is most reasonable to involve high school students in the work, dividing them into small groups according to areas of activity and working with each of them separately.

The motivation of the activity is of decisive importance for the fate of the entire project at the first stage of work. The head of the museum should pay special attention to this issue. Children need to see the results of their efforts and be confident in the importance of the work they do. In our school, trips to the place of M.A.’s death were of great importance. Guryanov in the city of Zhukov, Kaluga region. The children visited the hero's grave, the museum of the famous commander G.K. Zhukova.

2. Search stage

In search work on this topic, gradation is also necessary. For example, you can highlight sections such as “Compatriots-Veterans”, “Home Front Workers”, “Children and War”, etc. To begin with, it is important to select one topic for search work, gradually adding new ones. We started with the topic “Veterans - residents of our area during the Great Patriotic War,” since the number of participants and witnesses of those events is becoming less and less every year, and the risk of irreversibly losing the opportunity to learn the actual facts of those difficult and heroic times is growing. Biographical material, memories, personal belongings, photographs of 40 participants in the Great Patriotic War were collected; their battle path is described. The guys received valuable material about the fate of their fellow countrymen who died at the front on the Memorial website of the Russian Ministry of Defense.

3. Stage of systematization of material and documentation of exhibits

The collected search material must be systematized and properly formatted. Documentation of exhibits is carried out in three forms:

acquisition of funds;
stock work;
creation of a museum exposition.

Work of the school museum: acquisition of funds

Accumulating collections is one of the most labor-intensive types of work in a school museum. It can be roughly divided into 4 main actions.

The first step is planning the acquisition.

The theme and objects are selected depending on the intended profile and capabilities of the museum. There are several packaging methods:

Thematic is a method associated with the study of any historical process, event, person, natural phenomenon and the collection of sources of information about them.
Systematic is a method used to create and replenish collections of similar museum items: dishes, furniture, clothing.
Current - receiving individual museum items from the donor, purchasing, random finds.

The second step is the actual search and collection of material.

The following methods are used:

collection of oral evidence (population survey, questionnaires, interviews);
correspondence with people;
meeting interesting people;
receiving gifts from family collections;
working with information in libraries and archives;
expeditions.

One of the basic principles of any search and research work is the principle of complexity. Following it, schoolchildren strive to explore the topic from all sides, try to connect the events being studied with general historical processes, identify their characteristic features, find out the reliability of the information received, and the role of individual participants in these events. It is very important to teach children to collect and record information about those processes that are the topic of search and collection work.

The third step is identifying and collecting objects for display.

Each participant involved in the organization and work of the school museum must remember the responsibility for the safety of found and collected historical and cultural monuments: it is important to preserve not only the object itself, but also the information collected about it and its origin. Also, the guys must comply with legal requirements related to the collection and preservation of historical and cultural monuments, i.e. there is no need to take from the owners those items that the museum does not have the right to store: jewelry, orders, weapons, even if the owners want to transfer them to the museum .

The fourth step is the inclusion of the collected material in the museum fund.

It is important to determine the historical value of the exhibit, its emotional and educational impact on the viewer. Field documents of description and accounting are used to record and scientifically describe the collected materials, as well as to obtain comprehensive information about them. These include:

"Acceptance certificate"
"Field Diary"
"Field inventory"
“Notebook for recording memories and stories”,
books of accounting of museum objects (“Inventory book”).

The inventory book is the main document for recording, scientific description and storage of exhibits in a school museum. It can be made by the schoolchildren themselves from a large thick notebook or a book in a durable binding. The book is graphite, stitched along the spine with strong threads, the sheets are numbered in the upper right corner of the front side of each corner. At the end of the book, a certification is made about the number of numbered sheets. The recording and binding of the book are sealed with the school seal.

4. Stage of organizing work on the museum exhibition

Exhibition in the school museum

A museum exposition is the museum exhibits presented for viewing in a certain system. The procedure for organizing work on it 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 we compare the work of a school museum with an iceberg, then the exhibition is only a small visible part of it. Therefore, we can confidently say that creating an exhibition is a complex creative and technological process that requires a creative approach, experimentation, and the efforts of a whole team of like-minded people.

Designing an exhibition and working on the individual stages of its creation can be represented as follows:

Concept: thematic structuring of the exhibition, development of an expanded thematic structure and drawing up a thematic exhibition plan. We developed the contents and sketches of the stands for the design of the premises. The exhibitions reflect the main stages and battles of the Great Patriotic War: “The Beginning of the War.” “Get up, huge country, get up for mortal combat”, “Battle of Moscow”, “Battle of Stalingrad”, “Kursk Bulge”, “Liberation of Europe. Battle of Berlin", "Partisan movement", "Hero of the Soviet Union M.A. Guryanov”, “People’s Militia Divisions”, “Youth scorched by war”, “War does not have a woman’s face”, “Veterans of our region”, “To remember...” (in memory of the terrorist attack in 1999 on Guryanov Street ).
Drawing up an art project: preliminary layout of materials.
Execution of the technical project: installation of the exposition.

According to the form of presentation, exhibitions can be stationary and temporary, and according to the principles of structural organization of the demonstrated material - thematic, systematic, monographic and ensemble.

Thematic exhibition includes museum objects that explore one theme.
Systematic is an exhibition series created on the basis of homogeneous museum objects, in accordance with a specific scientific discipline.
Monographic the exhibition is dedicated to a person or group, a natural phenomenon or a historical event.
Ensemble involves preserving or recreating an ensemble of museum objects, natural objects in an ordinary environment: “open-air museum”, “peasant hut”.

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

The basis of the exhibition is a museum object, and its structural unit is the thematic and exhibition complex. Thus, on the theme of the Great Patriotic War, the basis of the composition are soldiers’ helmets, shell casings, and a sapper’s shovel found near Moscow. Thematic composition - “Battle of Moscow”.

Not individual exhibits, different in content and theme, not continuous rows of the same type of materials, but rather a complex of clothing, documentary and other monuments, united thematically, becomes the main link of the exhibition. For a more complete understanding of the events displayed in the exhibition, scientific and auxiliary materials are introduced into it.

To enhance perception in the work of a school museum, you can use works of art, music, fragments of newsreels or films, lighting effects and color schemes, presentations and videos edited by schoolchildren themselves. We have accumulated not only photographic material, but also video clips and voice recordings of veterans’ speeches.

The principle of thematic selection of exhibition materials is most often used.

Firstly, this is the inclusion in the exhibition of those museum objects that are associated with certain phenomena and characterize their essential aspects.
Secondly, the use of other exhibition materials of a scientific and auxiliary nature to comprehensively reflect the essence of the phenomenon.
Thirdly, the placement of thematically related exhibition materials.

To implement the principle of logical connection of all sections of the exhibition, a clear, well-developed route, concise headings and accompanying texts are needed. Not only a full-fledged scientific commentary can reveal the information potential of an individual object and the content of the exhibition as a whole.

This role in a museum exhibition is played by explanatory text headings, which represent a holistic, well-thought-out system that reveals 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;
capital letters reflect the thematic structure of the exhibition; their purpose is to provide a guide to its inspection;
explanatory notes reveal the content of the exhibition, section, topic, reflect the history of the exhibited collections;
the label 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.

Selecting materials for an exhibition means determining the composition of its exhibits in order to most optimally reveal the topic.

The selection is carried out throughout the work on the exhibition, and the final composition of the exhibits is fixed in the thematic and exhibition plan. Systematic collection of materials makes it possible to obtain not scattered and fragmentary objects, but an organically interconnected exhibition complex, reflecting a specific part of the entire exhibition theme. The selection is preceded by the study of objects, the determination of their authenticity and reliability, authorship, etc.

Working conditions of the school museum

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. One method of comparison is contrasting display. Grouping of materials can also occur according to a systematic principle.

Grouping is also possible according to the principle of combining various objects into logical groups as they existed in life, in their inherent environment. This could be the interior of a room with all its characteristic objects. In museum practice, such groupings are called “ensemble exhibitions.”

1. Technical and fire safety conditions for the functioning of the museum.

Preparing premises for a museum is not an easy matter. First of all, you need a room for exhibitions and a special room for storing funds.

When choosing an exhibition area, you must be guided by the following rules:

the room or hall should be located on the shady side of the building, so that direct sunlight does not fall into it. Windows must be curtained. Fluorescent lamps and various lighting for display cases must be positioned so that the light falls from the viewer and at a certain distance from the exhibit. If the room is located on the sunny side, the windows on the outside should be darkened with greenery;
the room must have a constant room temperature;
to prevent dust on exhibits, it is necessary to place them in sealed display cases and regularly carry out wet cleaning of the premises;
the equipment must match the style of the exhibition room,
dimensions and color;
the exposure should be placed at a safe distance from the heating system;
it is necessary to provide fire-fighting conditions (fire extinguishers, sand containers)

2. Aesthetic conditions

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 display cabinets, small exhibits are located at eye level, and large 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;
The desire of school museums to place all available materials in the exhibition leads to its oversaturation and weakening of the emotional impact. The multitude of items diminishes the importance of each one.

3. Organizational and information conditions.

The ability to correctly present information has become as important an aspect of museum work as the preservation of exhibits.

Schoolchildren's attention inevitably wanders when examining monotonous objects. It is necessary to take into account the psychological side of perception. First, the children's attention needs to be attracted. For this introductory, starting complex should be exciting, promising, arousing interest in viewing the exhibition. When the audience's attention becomes dull, they should approach an unusual object or complex that again attracts attention.

This is where the most attractive exhibits, unique items, working models, presentations, and videos are needed. This switching of attention must be caused several times, depending on the age of the audience and taking into account that the inspection of the exhibition lasts no more than 45 minutes.

The final final part of the exhibition should complete the entire topic so that the viewer has a desire to visit the museum several more times, to join a new search.

Work of the school museum: functional purpose

In the phrase “work of a school museum” the main word is museum. Like any other, it has the functions inherent in this social institution. The Regulations on the Museum of an educational institution define educational and documenting functions. The documenting function consists in the purposeful reflection in the museum’s collection of objects of those historical, social or natural phenomena that the museum studies in accordance with its profile.

The educational influence of a school museum on children and adolescents is most effectively manifested in the implementation of museum activities. The participation of schoolchildren in search and research work, studying, describing museum objects, creating an exhibition, conducting excursions, evenings, conferences helps fill their leisure time, mastering various techniques and skills of local history and museum work, helps them feel the history and problems of their native land “from the inside”, understand how much effort and soul their ancestors invested in the economy, culture, and defense of the region. This fosters respect for the memory of past generations, without which it is impossible to cultivate patriotism and love for one’s Fatherland.

Museum experts identify the following museum forms of working with visitors:

lecture;
excursion;
consultation;
scientific readings;
mugs;
clubs;
historical and literary evenings;
meeting interesting people;
holidays;
concerts;
competitions, quizzes;
historical games, etc.

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 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.

No one knows exactly when exactly the school appeared in the village of Charyshskoye. There is only information from letters that in 1887 she moved to a new building. After that, she moved two more times - in 1952 and 1978. Therefore, in the office where the school museum is located, there are three models that meticulously reproduce the details of the three buildings. After all, every graduate who comes to the museum wants to see their school.

The models were made by Lyudmila Anatolyevna Bushueva, the director and founder of the museum, with her own hands. “You know, I cultivate such patriotism here,” says Lyudmila Anatolyevna. “Which one is this?” - I ask. “This is a very rich, deep feeling,” answers Lyudmila Anatolyevna and gives an informal tour of the museum.

Lyudmila Anatolyevna Bushueva

Mathematics teacher, founder and director of the School History museum. The village of Charyshskoye, Altai Territory.

I worked as a mathematics teacher, taught classroom management, and was the head teacher of educational work for many years. In 1988, we began to prepare for the 50th anniversary of the secondary school (our school became a secondary school only in 1939, the first tenth graders graduated in 1941). We began to collect materials on its history, about its graduates and teachers, and we now have a museum room. I had the task of preparing material about retired teachers. I started visiting their families, collecting photographs, writing down biographies and designing albums. Others began correspondence with graduates of different years, since everyone was traveling around the Soviet Union. A lot of material was collected, contacts were made, but in the 1990s everything came to naught.

The village of Charyshskoye is located 310 kilometers from Barnaul, among mountain ranges, and is considered difficult to access. Population 3000 people. (Photo by A.M. Bushuev)

In 2007, after retiring, I realized my dream - I created the “History of the School” museum. I made an agreement with the director and they gave me a separate office. I fulfilled my desire, knowing about the lack of money, realizing that I had few associates. But my condition was this: I don’t turn to anyone for help, and let no one get into my soul. Walking around with an outstretched hand, waiting for someone to help you with something - I can’t do that.

I take money for the development of the museum exclusively from the Bushuev Family Fund - that is, what my husband and I earn ourselves. Although I am a pensioner, I continue to work - I teach mathematics in the 10th grade. Twice we received awards at the level of the Altai Territory - that’s our entire fund.

My husband, Alexey Mikhailovich Bushuev, himself a graduate of this school in 1968, taught mathematics here. Now it contains all the technical parts of the museum - website, digitization of archives, printouts.

But you know what’s good: we don’t ask anyone, we don’t have to report to anyone. And that’s why I do everything for the soul. Of course, I attract students, graduates, parents, and village residents - otherwise, where would I get the material?

Left: Models of school buildings on museum tables.

Top right: Lyudmila Anatolyevna demonstrates a pioneer bugle.

Bottom right: the most popular stand among graduates is dedicated to the directors and head teachers of the school.

How do I collect information? I go to families, ask for old photographs, write down memories - about teachers, about graduates. You come to one family - all the photographs are laid out in albums, signed, documents are collected in separate folders. When you come to another one, the photos are haphazard, with torn corners, no one remembers anything. But I'm looking for an approach. There is a granddaughter of an old teacher, he died a long time ago - she keeps saying “thank you” to me that I’m exhibiting his photographs somewhere, but she herself can’t tell anything about him.

They write me memories, give me photographs - my task is to systematize and formalize all this. We have everything here in folders, presentations on the computer, stands for each section.

This is the stand that all graduates approach first - these are our directors and head teachers. Everyone is looking for “their own”.

The other section is our pride, our medalists. Even in elite schools, sometimes only last names are written on such stands. I don't like it. I need a face. How to talk about a person without a face? This is how I collect everything - so that there is a photograph and an annotation for it. The first medal was in 1965. Before that, I studied from magazines, they also graduated from school with straight A’s, but for some reason they weren’t given out medals.

I’m trying to find out which of these medalists went where and what they did next. Did they justify the medal or not? How have you settled in life? And mostly they are doing well.

They all have kind, open faces - they are really good. Almost everyone then enters universities and finds work in the city in their specialty. There are not many boys among medal winners now, but, as I always tell them, they don’t want to study at school, and then they sit in the Duma.

We also have a “Book of Honor” - it includes graduates who did not qualify for a gold medal, but had only 2-3 “B” grades, for example, and actively showed themselves. We started this “Book” in honor of one of our students, a great guy - he was a good student and an athlete, but he tragically died in a car accident six months before graduation.

Another section of the museum is “Famous School Alumni.” There are graduates from different years here, we look for them and communicate. Here is Khabarov Stanislav Nikolaevich - a famous academician and gardener. This is his book - “Soil Conservation Works” - and another book is about him. We had one film artist, a graduate of 1948, Lemar Burykin, he starred in “Pedagogical Poem”. Nina Ivanovna is an associate professor in Cherepovets. She died a month ago. Nikolai Alekseevich Epanchintsev - civil aviation pilot. Honored Builder of the Russian Federation - Evgeny Moskvin, he designed and built the cinema building in Charysh. Yes, we had a cinema, the building still stands.

Here are books by Timur Nazimkov. It's a sad story. He's the son of our alumna, she's number four in the "Famous Alumni" list. He lived a short life, only 23 years old. He was a creative person, wrote poetry and prose. He had a complex character and such a worldview, you know... He saw everything in a black light. And in the end he committed suicide. And his mother collected all his works and published several books. This was in the 80s, exactly the period when all this politics began, when everything was heading towards collapse.

And these are the memories of a 1943 graduate, an excellent student, Klara Iosifovna Shutto. They were later published as a separate book for the 75th anniversary of the region. In 1988, Klara Iosifovna gave us many exhibits - letters from classmates, for example, which she kept.

Lyudmila Anatolyevna Bushueva

Here, love. People laugh at me, but it’s interesting to me - that people were friends at school and are still together. I find these married couples, how their lives turned out.

And it happens that children who are now studying at school discover something about their family in the museum. After all, in many families they don’t always talk, there’s never time. And here there is an opportunity to talk slowly.

I myself am from the village of Srostki, this is the birthplace of Vasily Shukshin. My teacher was his second cousin, Nadezhda Alekseevna Yadykina, who, after the writer’s death, organized the first museum in his honor at a rural school. And then one day I arrived at my native school and was puzzled: why is there only information about Vasily Makarovich and not a word about us, other graduates? And I thought that the Charysh school should have at least something about everyone.

I decided that I needed to hang photographs of all our school’s graduations in the hallway so that everyone would be here. At first I was afraid - what if the kids started drawing on them and ruining them? But everything turned out to be fine.

With the opening of the museum, I began to notice pride in the children for their school, for their family. You know, they are so proud that their parents studied here. When we hung the photos in the hallway, they were looking for: where is mom, where is dad. Here is everything from 1941 to the present day. This year the children will graduate and will also be in our chronicle.

When we started decorating the museum, people came to us and said: “Wow! I never thought that we have such a good school, such are our teachers!”

When everything is ordinary, we get used to it and don’t notice anything. And here, at least in a few, I bring out that other portrait, they revere it - and they already form an image. And this pride in the school - they are now developing it very well. There is no need for any extra words.

I then conduct various conversations and class hours based on local material. I don't need to go online. In 2013, we initiated the “Immortal Regiment” campaign in Charyshsky. In the city, every family prints portraits of their grandfathers themselves, but here, I understood that I needed to organize everything. We have collected a wealth of material on all participants in the war from the village - this is a separate part of the exhibition. And so Alexei Mikhailovich and I printed out the photographs ourselves, laminated them ourselves (we had to buy a laminator, this is how we gradually acquire equipment), and distributed them to our descendant students. And this is the fourth year that the “Immortal Regiment” has been held - the next day in the assembly hall we gather the children and show photographs from this procession. And they look at themselves in all this action, at their family, and are proud.

It seems to me that it is useless to talk about the greatness of the Motherland by listing historical milestones. You need to attach your own: how did your family get through this? What was happening in your village at that time?

No words needed. Without words, children see all these photographs in the corridor, they will come here - they understand that this should be appreciated and that they need to replenish it and contribute to it themselves.

And they bring it in. Participation in various competitions, sports life, good studies. They also want to go to the museum.

Here is an interesting exhibit: these are the things of a 1956 graduate, Sergei Vasilyevich Malakhov. Lives in Kursk. Master of Sports - athletics and skiing. A very cheerful person. He is approaching eighty, and he has only been out of physical education classes for a year - before that he worked in a boarding school for “difficult teenagers.” But with each pension he saves little by little to come here in the summer. His wealthier friends will go to Italy, to Venice - and he comes here.

In 2012, he brought material about himself - all the awards, certificates. "For what?" - I ask. He says: “As long as I live, at least someone in Kursk knows me a little. And if I die, no one will care anymore. And here you constantly conduct excursions, even if you look here for a minute, you’ll remember about me.” Indeed, this is how it turns out.

Photos: Ekaterina Tolkacheva, Charyshskoye village, March 2017