Tours of the exhibition “Face to Face with Nature”
"Travel with Alenka"
Excursion based on Russian folk tale“Geese-Swans”, a journey with sister Alyonushka through forests, steppes, rivers and lakes in search of her lost brother Ivanushka.
"Forest Walk"
About the diversity of the natural world of taiga and forest-steppe natural areas.
"Journey to the Land of Mammoths"
About animals ice age, who lived on the territory of the Omsk Irtysh region (on-site classes are possible).
Museum Conversations
“Hello, museum!”
Acquaintance with museum terms, rules, professions, and sections of the museum exhibition.
"Grandma's Chest"
Conversation about antiques and objects Everyday life, out of modern use
"Inventors of the Distant Past"
Conversation about the most significant inventions primitive man at the exhibition “Archaeology of the Omsk Irtysh Region”. Master class: come up with an ornament for a pot.
“How Omsk grew and was built”
Conversation (using a multimedia presentation) about the campaign of I. Bukholz and the founding of the first Omsk fortress. Master class in plasticineography technique (on-site classes are possible).
"Who lives here?"
A conversation about the multinational composition of the population and the diversity of cultures of the peoples of Siberia using an example various types dwellings (on-site classes are possible).
“How bread got on the table”
A conversation about hard peasant labor in the process of growing grain and careful attitude to bread (on-site classes are possible).
“Embroidering a towel”
Conversation about traditional ornament With practical work for paper towel design (on-site classes are possible).
"Favorite toy"
Conversation about ancient and modern toys different nations. Master class on making toys with your own hands (on-site classes are possible).
"The History of Pottery"
A conversation about the appearance of pottery, its use, the profession of a potter and the potter's wheel (on-site classes are possible).
“What people wrote and write”
Conversation about the history of writing instruments. Master class on writing with a pen (on-site classes are possible).
"Picture book"
Conversation about the history of the book and its types book graphics (on-site classes are possible).
"The Magic Transformation of a Penny"
Conversation about the history of banknotes (on-site classes are possible).
"Hello, forest!"
Conversation-acquaintance (using a multimedia presentation) with nature native land, forest dwellers Omsk region, the importance of forests in human life. Master class “My Forest” using applique technique (on-site classes are possible).
"Pebbles in the sandbox"
A conversation (using a multimedia presentation) about the composition of sand and its formation, showing a collection of minerals (on-site classes are possible).
"The Story of a Spoon"
A conversation (using a multimedia presentation) about the appearance of a familiar object - a spoon. Master class on making spoons from newspaper tubes using weaving technique (on-site classes are possible).
“Eh, bast shoes, bast shoes...”
Conversation (using multimedia presentation) about traditional form shoes of Russian peasants. Master class on weaving bast shoes (on-site classes are possible).
"Country of Pioneers"
A conversation about the pioneer movement, the red tie, ceremonial lines and the beat of the drum.
"Travel in a Retromobile"
Conversation (using multimedia presentation) about different types transport, accompanied by a photo series of images of city views (on-site classes are possible).
"Childhood scorched by war"
A conversation (using a multimedia presentation) about the life of children in the rear using the example of our city, about children at the front. Master class “Front-line postcard” (on-site classes are possible).
“They helped us win!”
A conversation (using a multimedia presentation) about animals that helped man forge victory on the fronts of the Great Patriotic War (on-site classes are possible).
Game activities
Cycle “One day of summer feeds the whole year”
"Cucumber Day"
About the history of the appearance of cucumber in Russia, its beneficial properties and signs from the Russian agricultural calendar. (on-site classes are possible).
"Tomatina"
About the history of the appearance of the tomato in Russia, its beneficial properties, the annual “tomato” festival held in spanish city Buñol. (on-site classes are possible).
"Potato"
About the history of the appearance of potatoes in Rus', its beneficial properties. Master class on making toy potatoes. (on-site classes are possible).
"Onion Teardrop Day"
About the history of the use of onions in the distant past, its beneficial properties, the Russian agricultural calendar, and the Second Autumn holiday. (on-site classes are possible).
Cycle “Time for business, time for fun”
“Foma was sitting on a bench”
About the childhood of peasant children, introducing them to work, as well as about traditional gaming culture (on-site classes are possible).
"By the Bear in the Forest"
About the rules of behavior of children in the forest and its inhabitants, a story about goblin, water, swamp (on-site classes are possible).
“Like our name day”
About the traditional rituals and customs that accompany the celebration of name days, and the mystery of the origin of your name. Master class on making a “Kuvadka” doll.
Theatrical events: museum holidays
New Year's party at the museum.
"Maslenitsa"
Traditions of celebrating Russian Maslenitsa, features of each day of Maslenitsa week, round dance, children's games and fun, Parsley theater.
"Magpies"
Traditional holiday celebrated in folk culture when “winter ends - spring begins...”. Guests will enjoy a theatrical program, games, riddles, and a master class.
“Sunny wedding on Kupala Day”
Traditions of celebrating Ivan Kupala Day, conversation about mermaids, evil spirits, collecting herbs and searching for fern flowers.
"Day of Love, Family and Loyalty"
Holiday, dedicated to the Day love, family and fidelity, which is celebrated on July 8th. Children will learn about the history of the holiday, family values, traditions and responsibilities.
"Day of Cabbage"
About the Feast of the Exaltation, “cabbage” parties, signs and history of the appearance of this vegetable crop.
Elena Kolesnik
Museum-pedagogical educational program for preschoolers “The Magical World of Arts”
Explanatory note
Focus educational program. Program« Magical world of art» is museum-like- pedagogical and solves the issues of preparing children to perceive various types of visual arts: painting, graphics, sculpture, architecture and arts and crafts art.
Novelty, relevance, pedagogical expediency. In the last decade in the area preschool many different pedagogies have appeared programs education and training, where a large block presents a section on familiarization with art. To be fair, it should be noted that the previous educational program education and training edited by M. A. Vasilyeva (1985) also included this section, but it was presented in a very small volume. In modern conditions, more and more demands are placed on pedagogy as a practical science in terms of generalization and filling it with new content of the processes of education and education. In this regard, there is a need to attract museum to the educational process, because museum of any profile, including artistic, is unique educational institution. In its space it combines various temporal connections, moral, artistic and aesthetic values, diverse experience and knowledge. For an unprepared viewer "enter" in to the world educational art is very difficult. Therefore, introducing the viewer into the world art it is necessary gradually, stage by stage, revealing the secrets of the universe and beauty. As practical experience shows, the sooner work begins to introduce a child to to the museum, the more effective the pedagogical result will be.
This program« Magical world of art» dedicated to issues of interaction museum and art studio for children preschool institution. It allows you to find new ways to adapt the child to museum environment.
When using slides and reproductions in the classroom as illustrative material, one should not forget about the limited capabilities of these tools. They cannot fully convey the scale, texture, and uniqueness of the work. Therefore, only by working with the original, created by hand and passed through the artist’s heart, can one reveal the depth of the work, its uniqueness and establish a connection between the work and the child. It is necessary to say something about the role museum environment, helping to create a creative atmosphere, a special mood in children, and the ability to enjoy beauty.
Purpose programs is the development of children's creative abilities and cognitive interest, which includes the development of their own fine art activities and the development of universal aesthetic perception, which provides the key to artistic perception not only of certain types art, but also art in general.
Tasks programs:
1. Expanding ideas about the topics and richness of content of various types art and figurative means of expression for each of them.
2. Development of the ability to build associative analogies between images reality and sound, plastic, artistic images, captured in the works art.
3. Visual development literacy: formation of viewing skills, detailed examination, highlighting the main thing in image, generalization of what was seen and skills of emotional figurative perception.
4. Development of creative abilities and associative thinking.
A distinctive feature of this programs are the preservation and development of the child’s abilities to create a holistic impression of encounters with art. Classes are based on synthesis fine arts with music, literature, theater art, helping to more fully reveal the artistic image.
Children's age: kindergarten students from 3 to 7 years old.
Implementation period: program developed for 4 years of study.
Forms and mode of classes: classes are held in the art studio 2 times a week, duration 15 - 30 minutes and 1 time a month at the exhibition in museum.
Program developed for two years of education for children of older and preparatory age. Working with primary and secondary children preschool age is a preparatory stage before mastering programs« Magical world of art» . Children in a fun game form travel around Magical land of colors with the clown Mazilka, get acquainted with the inhabitants of the fairyland (paints) and gain the necessary skills in fine arts.
Methodological support for additional educational program.
Forms of classes: - Conversation about art, nature, looking at reproductions and slides; listening to a musical or literary work. – Children's productive activities, the implementation of received impressions in the creative practice of children. – Museum activity, conducted by the author on an excursion in Russian museum and urban environment.
Methodology of conducting classes. Analyzing the familiarization work preschoolers with visual arts, it is necessary to remember that the methodology of these classes has a number of features.
1. All classes are aimed at developing the child’s emotional sphere and social adaptation.
2. The principle of freedom: free communication of children with the teacher and with each other, when in the process of work they can freely, without raising their hands, express their thoughts, explain the emotions that arise, and disagree with the opinions of others, including adults.
3. Progressive dynamics of the presentation of material from simple to complex.
4. Question-and-answer method of conducting classes: children’s speech is completely free, without specially voiced phrases. In the first stages of work, the teacher uses prompts - questions and several answer options.
5. Availability "a guide to art» , enjoying the love and trust of children. The teacher expresses his opinion only after the children, in no case giving it as the only true one.
6. Wide use of non-verbal methods - didactic material, educational games, exercises, etc.
7. Individual approach to children: taking into account the knowledge, interests and abilities of each child.
8. The task of this programs, and therefore each lesson, do not speed up artificial through the mental development of the child, laying in him a certain set of knowledge, and expanding it through visual perception, development of the senses, enriching the emotional world of the child.
Budgetary educational institution for additional education of children
city of Omsk "House of Children's Creativity"
I APPROVED
Director of DDT
________________
"Children and the Museum"
Children's age: 5 - 6 years
Implementation period - 1 year
Additional education teacher
education:
Adopted by the Methodological Council
"___"___________2012
Chairman of the Methodological Council
_____________________
Omsk – 2012
INTRODUCTION
The processes currently taking place in our society are complex and ambiguous. The destruction of spiritual values, changes in moral guidelines, and the collapse of family traditions negatively affect the child’s inner world. The emerging need for additional sources of restoring harmony with the world, the formation of a personality that is aesthetically developed, prepared for the conditions of a fast pace of life, and capable of creative self-realization can be largely satisfied by the museum.
It is the museum of an educational institution that, like no other museum, allows us to solve these problems. Being part of the museum-pedagogical process, it is addressed to a children's audience, has a pronounced educational orientation, where the value of a museum object is determined by its educational purpose, and builds its work on the basis of active involvement in the activities and co-creation of children, teachers, and parents. The museum of an educational institution provides a rare opportunity - to teach children to extract knowledge based on the primary source, communication with which has a huge impact on the emotional sphere of a person. In the process of communicating with a museum object, general erudition increases, horizons expand, knowledge is replenished, and the child’s abilities for creativity develop.
EXPLANATORY NOTE
The main motive of a preschooler’s activity is to understand the world around him, to find his place in it, to determine his role. The child’s idea of the objective and social world should be unified and holistic. It is important that the knowledge acquired by the child is not abstract, and that he understands and recognizes himself as part of the world around him. I learned to navigate and act independently in the world.
Relevance of the program is that the museum of an educational institution acts as one of the means of understanding the world around us through visual material, as well as a means of adapting a child to the world. Direct acquaintance with an authentic museum object allows not only to gain new knowledge, but also to evoke an emotional, value-based, aesthetic reaction that is significant for the developing personality.
From an early age, children are always attracted to the mysteries of the distant past. The teacher’s task is to develop this interest in the right direction, which is only possible with direct acquaintance with an authentic museum object.
The ideal environment for such communication is a museum of an educational institution, created by children and serving for children. Here the child is always perceived as an equal participant in the dialogue. Special opportunities for this are provided by interactive techniques designed to help the child show initiative and independence. The latter implies the most direct interaction with the object, the creation of a fund of materials available for tactile perception. This is the main stimulus for interest in the museum and satisfies children’s need for effective acquisition of knowledge.
They also satisfy the need for activity, stimulate mental activity, children's curiosity, independence, enrich the child's experience - observations, experiences, experiments.
When organizing experiments and observations, it is important that the child acquires a humane experience of understanding reality, so that these types of activities are safe not only for the child himself, but also for living objects.
The classes are built on the principle of “entertaining communication” and are accompanied by multimedia presentations, audio and video materials, which plays a big role in encouraging children to master cultural heritage.
Childhood impressions accompany a person all his life, imprinted in vivid images that influence the formation of attitudes, life position, worldview, therefore, in preschool age it is important to form feelings of love for the people around him, nature, and his native land. To successfully cope with the task, first of all, you need to take into account the interests of the children, be able to present the material in an entertaining, intelligible, beautiful way.
The “Children and the Museum” program, using genuine museum objects, as well as objects from the collection of visual aids (objects of museum value, copies, dummies, illustrative materials, etc.), allows us to solve a number of important educational, educational, and developmental tasks.
One of the main goals of the “Children and the Museum” program is to awaken interest in the museum as a special source of cultural and historical experience of mankind, and to form an internal spiritual need for visiting museums.
Purpose of the program– create conditions for the formation of interest in the history of the Omsk Irtysh region through the organization of museum and pedagogical activities using interactive methods and modern information technologies.
Educational:
To form a museum culture, an internal spiritual need to visit museums;
To form an idea of the museum as a special source of cultural and historical experience of mankind;
To form a caring attitude towards museum objects as part of material and spiritual culture;
Develop visual literacy (observation, the ability to analyze and generalize visual impressions in an elementary form, emotionally experience a visual image, as well as creatively perceive and comprehend what is seen);
Arouse children's interest in the history of their native land through historical and cultural heritage;
Provide basic knowledge of the history of the region.
Educational tasks:
Awaken a sense of belonging to the past;
Form emotional culture and artistic taste;
To foster a caring attitude towards the historical and cultural heritage of the city and country;
To cultivate the moral qualities of an individual: kindness, responsiveness, the ability to empathize;
Form a child’s positive attitude towards the world around him.
Educational:
Based on the individual abilities of each child, stimulate the development of intellectual and creative abilities, the emotional sphere of the individual;
Independence in work, practical use of acquired knowledge and skills;
Develop the communication abilities of each child;
Development of psychophysical qualities: observation, ability to concentrate, formation of voluntary attention, ability to navigate in space and time, development of imagination, emotional responsiveness.
Conceptual basis of the program
Practical orientation of training. The optimal balance between theoretical and practical classes is a necessary condition for the implementation of the program.
The principle of interactivity. A person only remembers what he does.
The principle of diversity of activities. Creating a space of diverse activities that ensure each child acquires new qualities and improves his existing abilities.
Availability of training. The choice of program content is optimal for achieving its goals and objectives.
The connection between learning and life. Since one of the objectives of the program is the formation of a creative personality, its implementation is impossible without the formation of a system of moral and ethical views of the child. These views are embodied in the child’s everyday life. Therefore, the basis for the formation of such a system is the designated principle.
Cultural conformity. The program shows the inextricable connection between the region and the country, between the small and large Motherland. A person born in this region must learn about its history and present not only through abstract historical facts, but also through personal involvement. This is necessary for a person to feel part of the past and present of the region.
Presentations of mini-projects;
Exhibitions of children's works;
Quizzes;
Creative works;
Participation in competitions
To diagnose the effectiveness of an educational program, the following are used:
Initial interview questionnaire;
Activity sheets;
Notebook of my achievements.
Educational and thematic plan
Lesson topic
Number of hours
Practice
Museum studies
Introductory conversation.
What is a museum?
What is a thing?
The thing is like a portrait of a person.
Museum professions.
What kinds of museums are there?
Today we are going to the museum.
Local history
Dinosaurs - who are they?
Glacial period.
Guys about animals.
Travels of seeds.
How cities are born.
Exhibit in Focus
(introduction to museum objects)
How did the stones appear?
From word-picture to letter.
How the eraser and the ball appeared.
Summing up the results for the year. Presentation of the mini-project “My Museum”.
Total for the year
Lesson topic
Museum studies
Introductory conversation
Theory. Meeting the team, discussing the work plan for the year. Identifying children's areas of interest. Rules of behavior in the classroom.
Practice.
A game"Invisible hat". Introducing the teacher to the children and the children to each other.
Watching the cartoon “The Invisible Hat.”
What is a museum?
Theory . Museum as a “time machine”. Rules of conduct in the museum.
Practice.
A game“Find the exhibit.” Fairy-tale characters have lost their things in our museum, help them find them and return the heroes to their fairy tales.
Exercise. Watch the cartoon “Well, wait a minute!” Issue No. 12 and answer the question: Did the wolf behave correctly in the museum?
What is a thing?
Theory. Properties of museum objects. The language of things. The thing is like a portrait.
Practice.
Exercise game. Watch the cartoon “Ivashka from the House of Pioneers” and draw a portrait of fairy-tale characters with things.
Multimedia presentation,
The thing is like a portrait of a person.
Theory. The thing is a portrait of its owner. The similarities between the professions of a museum worker and a detective.
Practice.
Game-training. The teacher shows the children a white coat and asks them to name the professions of the people to whom it might belong.
Game-training. Watch the cartoon “Sherlock Holmes and I” and make an oral portrait of Sherlock Holmes.
Experience. Descendants of Sherlock Holmes, or in the footsteps of Sherlock Holmes. Chop the pencil lead with a knife. Let the child rub the prepared powder on his finger. Now you need to press your finger against a piece of tape, and stick the tape to a white sheet of paper. There will be a clear fingerprint on the sheet.
Game-training. Watch the cartoon “Three on an Island” and create an oral portrait of a pirate.
Game-training. Draw your own portrait, a portrait of your parents, with things.
Multimedia presentation,
genuine museum objects, copies of museum objects.
Museum professions.
Theory. Museum professions. Profession of researcher, restorer.
Practice.
A game."Museum restorer" Watch the cartoon "Krynka". From paper “shards” or a broken pot, assemble a whole vessel and paste it into a notebook.
Multimedia presentation, copies of museum objects, original museum objects.
What kinds of museums are there?
Theory. How did museums appear? What kinds of museums are there? City-museum. House-museum.
Practice.
A game. Place the museum items in the appropriate museum. Divide a sheet of thick paper into two parts. Paste colorful pictures depicting exhibitions of museums of different profiles on one side and on the other side of a sheet of velvet paper. Glue images of museum objects onto velvet paper (velvet side out).
Children must arrange pictures depicting exhibits in accordance with the profile of the museum.
Today we are going to the museum.
Theory. Preparing children for a meeting with the museum. Remember what kind of museums there are. Rules of conduct in the museum.
Practice.
Exercise. Compose a fairy tale “Once upon a time in a museum”: “Every evening after the museum closes, things come to life and tell each other their unusual story: how they lived until the moment when people brought them to the museum, how they ended up here... Once upon a time he told his fairy tale...”
Multimedia presentation, original museum objects, copies of museum objects.
Final lesson on the section “Museum Studies”.
Practice.
Local history
Dinosaurs - who are they?
Theory. Paleontology as the science of fossil animals. How fossils were formed.
What types of dinosaurs are there? Dinosaur museums. How many years did dinosaurs live? Why did dinosaurs become extinct (hypotheses: meteorite fall, volcanic eruption). Modern relatives of dinosaurs (birds and crocodiles).
Practice.
A game"Mini-excavations." Invite children to find the remains of ancient lizards (toy dinosaur skeletons).
Exercise. Let's draw a dinosaur. Trace the palm of your hand with a pencil. The thumb is the tail of the dinosaur, the other four toes are the legs. Draw the head and spikes. Color it. It turned out to be a dinosaur. Give him a name.
Experience. Eruption.
Lava recipe. Mix one teaspoon of soda, a little red dry paint, 5 drops of washing up liquid. Carefully pour the mixture into the volcano bottle. Place the finished volcano in an open place where it will not splash anything. Pour 5 drops
bottle of white vinegar and stand back to watch your volcano erupt.
Multimedia presentation, cartoon about dinosaurs, dinosaur figures, volcano model.
Glacial period.
Theory. How paleontologists work.
An ancient inhabitant of the Omsk Irtysh region: mammoth, woolly rhinoceros, saber-toothed cat.
Paleontological museums.
Practice.
Exercise. Watch the cartoon “Mom for a Baby Mammoth” and draw a baby mammoth. Trace the palm of your hand with a pencil. The thumb is the trunk of a baby mammoth, the other four fingers are the legs. Draw the ears and tusks. Color it. So it turned out to be a baby mammoth. Give him a name.
A game. Pathfinders. The players must determine which of the animals and birds could have left their traces.
Exercise. Using the “remains” of ancient animals, reconstruct their appearance (assemble the puzzle).
Exhibition of drawings.
Multimedia presentation, cartoon, authentic paleontological objects (fragment of a mammoth tusk).
Guys about animals.
Theory. Fauna of the Omsk Irtysh region. Wild, domestic animals, insects.
Practice.
A game. Guess who am I?
Based on the description, children must guess what animal they are talking about.
A game."Understand me".
Using gestures, movements, facial expressions and sounds, depict animals.
A game.“Whose children?” Name the mother of the baby animal shown in the picture.
Experience. Vaults and tunnels. Glue a tube out of thin paper, slightly larger in diameter than a pencil. Insert a pencil into it. Then carefully fill the pencil tube with sand so that the ends of the tube protrude out. Pull out the pencil and you will see that the tube remains uncrumpled. Grains of sand form protective arches. Insects trapped in sand emerge from under the thick layer unharmed.
Exercise. Come up with a riddle about an animal.
Multimedia presentation, cartoon, animal figures.
Excursion to the local history museum (department of nature).
Practice. Exercise.
Look carefully at the exhibits and answer the questions. What animals do you know? What do you know about them? After visiting the museum, draw what you remember most. Prepare a mini story based on your drawing.
Travels of seeds.
Theory. Flora of the Omsk Irtysh region from ancient times to the present day. Transformation of a seed into a plant. Winged seeds (birch, maple, linden). Fluffy seeds (dandelion, poplar). Plants that can shoot (peas, acacia). Omsk trees are long-lived.
Practice. A game. Who is faster?
Find a picture of a specific plant.
Children must find cards with a picture of a plant that the teacher names. The winner is the one who finds the named plant faster.
Experience. Lotus flowers.
Cut out flowers with long petals from colored paper. Using a pencil, curl the petals towards the center. Now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, flower petals will begin to bloom. This happens because the paper gets wet, gradually becomes heavier and the petals open.
Experience. Wonderful matches. You will need 5 matches. Break them in the middle, bend them at a right angle and place them on a saucer. Place a few drops of water on the folds of the matches. Watch. Gradually the matches will begin to straighten out and form a star. The reason for this phenomenon, called capillarity, is that wood fibers absorb moisture. It creeps further and further through the capillaries. The tree swells, and its surviving fibers “get fat”, and they can no longer bend much and begin to straighten out.
Exercise. Determine the age of the tree by the growth rings on the cut.
Exercise. We make bouquets of flowers from pumpkin, watermelon, and zucchini seeds.
Multimedia presentation, cartoon, seeds, plant flowers.
How cities are born.
Theory. Legends about the founding of the city of Omsk, the origin of the names of the Irtysh and Om rivers. .
A game. "Journey through old Omsk." Children receive a secret letter written in milk. By heating a sheet of paper we see an invisible message appear. From a secret letter we learn about the existence of an ancient map of Omsk.
We set off on a journey along the old map of Omsk (the landing site of I. Buchholz’s expedition, the Omsk River, the building of the House of Creativity, the circus, the puppet theater, Omsk museums, the oldest tree in Omsk, etc.).
Photo exhibition "Me and my city."
Multimedia presentation.
Final lesson in the section “Local history”.
Practice. Completing creative tasks.
Exhibit in Focus (introduction to museum objects)
How did the stones appear?
Theory.
Types of stones. Geology is the science that studies rocks. How to become a geologist. What are mountains made of? Volcanoes. Igneous rocks.
Practice.
Candle experience(how rock is formed from magma). Watching a burning candle will help you imagine how rock is formed from magma.
Multimedia presentation, original museum objects, copies of museum objects. Cartoon.
From a word - a picture to a letter.
Theory. The history of the emergence of writing: knotted, picture (pictographic) writing, the birth of Slavic writing; the first written materials: clay tablet, papyrus, birch bark, paper.
Ink Lake.
Practice.
A game. Children send each other letters written in different ways (knotted, pictured, on clay, birch bark). We write with a quill pen and ink.
Experience. Where did the ink go? Transformations. Add ink or ink to a bottle of water until the solution is pale blue. Place a tablet of crushed activated carbon there. Close the neck with your finger and shake the mixture.
It will brighten before your eyes. The fact is that coal absorbs dye molecules on its surface and it is no longer visible.
Multimedia presentation, original museum objects, copies of museum objects.
How the eraser and the ball appeared.
Theory. Ball made from “tears of wood”. Bread crumb and eraser for erasing pencils.
Practice.
Exercise. Continue the tale. The evil wizard made it so that in one second there was no rubber in the city. Meanwhile, people in cars were hurrying about their business, girls were playing ball, electric lights were on in the houses, and a diver was looking for a sunken boat at the bottom. Continue the tale. Tell me what happened to the city, the people, what things disappeared from the house and the street, when suddenly all the tires disappeared.
Multimedia presentation, original museum items, copies of museum items, cartoon.
Visiting a fairy tale (history of everyday objects).
Theory. Peasant household items that are described in fairy tales: a clay pot, bast shoes, a spinning wheel.
Practice.
We make a clay pot the old way.
Quiz“Take a guess.” Children must solve the riddle and find the exhibit in question, as well as demonstrate how it was used in practice.
Exercise. Parcel for the brownie (fill the cast iron with vegetables) with drawings.
Exercise. Write a riddle. Let's learn to make riddles.
Multimedia presentation, cartoon, authentic museum items.
How to prepare a mini-project “My Museum”.
Theory. Let's create our own mini-museum. What you need to know to create your own museum. The exhibition will reflect:
1) The place where the heroes of the exposition live.
2) Heroes of the exposition.
3) Your attitude towards them, their attitude towards you.
Practice . Using objects and drawings, build an exhibition on the topics “My Family”, “My Cat”, etc.
Draw the exposition in your notebook.
Multimedia presentation, original museum objects, copies of museum objects.
Summing up the results for the year.
Theory. Results for the year.
Practice . Presentation of the mini-project “My Museum”.
Methodological support of the program
The “Children and Museum” program is aimed at the age specificities of preschool children. Preschoolers are characterized by sharpness and freshness of perception, contemplative curiosity. They react to their surroundings with lively curiosity and pronounced emotionality. At the same time, their thinking, while largely continuing to retain a visual-figurative character, is already beginning to acquire verbal and logical features.
During the lessons, the use of non-verbal and game teaching methods is of great importance. We are talking about independent drawings and creative tasks, various kinds of didactic games, and developmental exercises. It is also important to observe the principles of visibility and dialogue, to strive to identify the individual activity and independence of each child, as well as to develop communication skills and joint discussion of impressions (teamwork skills).
In the educational process, three main forms of work with students are used: classroom, practical classes and classes at the museum exhibition.
The main conditions for the successful implementation of the program is the use of a collection of original museum objects, visual aids, multimedia presentations, audio and video materials for conducting museum classes. The creation of a special interactive fund of museum objects allows for direct tactile perception of the object, which is the main incentive for interest in such museum activities and satisfies children’s need for effective acquisition of knowledge.
Multimedia presentation, due to its emotional appeal, is a very effective means of presenting information. The ability to use animated videos, audio effects, graphics and text increases the sensitivity of children's audiences and creates a positive attitude towards information.
As practice shows, the most effective is the joint use of multimedia presentations and the traditional learning process based on personal communication between the student and the teacher. Application latest technologies in the museum pedagogical process emphasizes the value of communication with originals, and does not replace this dialogue.
The program is designed for creative interaction between additional education teachers, children and parents. It provides for joint trips to the museum, and as a result of the program, the development of a mini-project “My Museum”.
The main activity of a preschooler is play, during which a child of this age learns about the world. Therefore, the educational process is organized on the principle of “entertaining communication”, using heuristic teaching methods.
Important points such as:
The readiness of children to engage in dialogue with the teacher and peers about the problems discussed in class;
The ability to conduct research work, collect independently or together with parents, collect your own drawings and crafts, visit museums, and share your impressions;
Willingness to be active in class, do not hesitate to ask the teacher about what is not clear, etc.
One of the forms of working with children is a museum lesson. The main conditions of a museum lesson are visualization (use of museum objects) and dialogue (perception of the child as an active participant in the dialogue). Museum lessons are designed taking into account the peculiarities of child psychology - based on the sensory perception and activity of the child, who strives to understand the environment through play. The peculiarity of museum lessons is that children can not only see, but also hold in their hands authentic museum exhibits (a special interactive fund). A museum lesson is usually structured in the form of a conversation. Modern information tools make it possible to make the lesson richer and more varied.
Visualization of education, education by immersing children in the objective world of culture, the use of modern interactive techniques and modern information technologies - all this allows us to attract children's attention to museum activities. Museum pedagogy gives the child the opportunity to imagine and feel a holistic picture of the world, allowing them to discover and develop their abilities, and help them become an individual.
Forms of work:
Museum lesson
Excursion
Exhibition
Watching a cartoon
Journey into the past
Travel through fairy tales
Scientific expedition
Methods for solving problems of teaching, upbringing, and development of children:
Question-answer (encourages reasoning and analysis in a certain logical sequence);
Comparison method (comparison of similar phenomena, events, facts, objects);
Conversation (with the help of targeted and skillfully posed questions, encourage children to recall knowledge they already know and stimulate the acquisition of new knowledge through independent reflection, conclusions and generalizations);
Problem presentation (organization of learning through independent acquisition of knowledge in the process of solving life or educational problems);
Research method (involves children performing individual research tasks and works under the guidance of an adult);
Project method (a method based on the development of students’ cognitive skills, critical and creative thinking, the ability to independently construct their knowledge, navigate the information space, see and formulate a problem).
Contrast (contrast of phenomena, events, facts, objects);
Elements of theatricalization (a way of interpreting museum information using a set of theatrical attributes. For a theatrical excursion, the presence of museum objects, the active participation of visitors, the use of game episodes and elements of theatricalization are required);
Dialogical communication (equal discussion of issues on the topic under consideration);
Stimulating independent activity (creating a situation and conditions for the visitor to be involved in active independent activity in various areas (emotional, intellectual, creative, practical);
Creative competition (using competition to identify and activate the creative potential of the audience);
Game methods (designed to facilitate the development of museum information during the game with the experience of pleasure from the activity itself. A distinction is made between subject, plot, movement, intellectual and didactic games). To solve educational problems in a museum, didactic and role-playing games are most often used (you are asked to imagine yourself as a participant in events, depict the event in faces, quickly find certain exhibits). The use of the game method activates the creative activity of children. In gaming situations, the main moment for the child himself is the game; without noticing it, he acquires new knowledge and skills.
Video method (use of projectors, educational television, computers). It is most effective when presenting new knowledge and demonstrating various types of activities. Slides, videos, children's programs, etc.
Demonstrations (visual sensory familiarization of children with exhibits in their natural form allows for an active cognitive process)
Conditions for successful implementation of the program
Availability of a fund of museum objects;
Availability of an interactive collection of museum objects;
Availability of premises for classroom training;
Availability of lesson multimedia presentations;
Opportunity to visit city museums;
Possibility to conduct walking tours;
Have at your disposal or be able to work with a computer with Internet access; scanner, printer, multimedia projector; camera, video camera;
Providing methodological literature, literature on museum and local history topics;
Availability of a video library;
Involving parents of students in cooperation;
Promotion of museum and local history activities;
Systematically demonstrate the results of students’ work;
Create an atmosphere of interest and significance in the implementation of the Program on the part of the administration of the educational institution and the public;
Stimulate children's activities.
Literature for teachers
1. Boyko-communication technologies in museum-pedagogical activities: Textbook. – St. Petersburg, 20 p.
2. Great Russian Encyclopedia. – M. 2006. – 1887 p.
3. Brockhaus dictionary.
4. Driller of things. – M., 1985.
5. Vanslova and school. M.: Education, 1985.
6., Pugacheva dictionary of local history. M., 1994.
7. Gvozdev B. Keys to the past. Legends and traditions of the Omsk land.
8. Goncharenko region. Nature. Peoples. Primitive history. Culture. Tutorial. – Omsk: Omsk State Pedagogical University Publishing House, 19 p.
9. Cities of Peter the Great. Reference book/Author-comp. . Issue 1. St. Petersburg: Star of Petersburg, 2001.180 p.
30. Zelenko Museum. M., 1927.
31. 1000 years of insights. History of things. Publishing house: Slovo, 2002. – 220 p.
32. Irtysh Vertograd (series “All Russia”): Collection. Essays, documents, background information, memories, chronicles, stories, poems. – M: Academy of Poetry, publishing house “Moscow Writer”, 1998. – 560 p.
33. Kaulen and the expositionist. Lecture notes. Omsk. 2000.
34. Kochedamov grew and developed the city of Omsk. L., 1960.
35. On the phenomenon of museum pedagogy // Art Museum in the educational process. St. Petersburg, 1998.
36. Konikov is thousands of years old to Middle Irtysh art. Popular science publication. Omsk.1966. With. 60, with ill.
37., Domestic museum work in line with international trends / Museum for everyone. Collection of works of the creative laboratory “Museum Pedagogy”. Department of Museum Affairs. Vol. 4., compiled by, APRIKT, 2003, 196 p.
38. Kravtsov V., Sobolev V., Shapovalov A. Secrets of the past. – Novosibirsk: INFOLIO-press, 1999. – 64 p.: ill. (“Siberia: unknown worlds”).
39. Cultural and educational activities of museums: Sat. tr. creative Laboratory "Museum Pedagogy" of the Department of Museum Affairs / Under scientific. ed. E. K - Dmitrieva, . M., 1997.
40. Lebedev multimedia: possibilities and realities // Museum and new technologies. M., 1999. P.160-177.
41. Makarova-Taman “House: Children’s Open Museum” in Moscow //International Museum and Pedagogical Seminar “Hello, Museum!”. Abstract. seminar. St. Petersburg, 1995.
42. Makarova-, Yukhnevich museums in
Russia and abroad. M., 2001.
43. , Averbukh of the Omsk Irtysh region. – Omsk: OGIK Museum, 20 p.
44. On the meaning of the term “museum pedagogy” in theory and
practice of modern activities of Russian museums // Museum. Education. Culture: Processes of integration. M., 1999.
45. , Yukhnevich pedagogy as a new scientific discipline // Cultural and educational activities of museums: Sat. tr. creative laboratory "Museum Pedagogy" of the Department of Museum Affairs. M., 1997.
46. Museum studies. Education of the younger generation in the museum: Theory, methodology, practice. M., 1989.
47. Museums of Russia: searches, research, work experience: Sat. scientific tr. Vol. 5: Pedagogy and cultural studies of museum activities. St. Petersburg, 1999.
48. Museum pedagogy: Interdisciplinary dialogues: First notebook. St. Petersburg: Special literature, 1998.
49. Nikolaev and legends. - 4th ed., erased. – Novosibirsk: Sib. Univ. ed., 2007. – 203 pp.; 16 p. ill.
50. Omsk. “A city on the border of the Russian state...”. Historical mosaic / Author-comp. , /SPb.: Star of Petersburg, 2001.112 p., ill. (Series “Cities of Peter the Great”, Issue 3)
51. Palashenkov and memorable places of Omsk and Omsk region. Omsk, 1967.
52. Pedagogy of children's giftedness: development in creativity: textbook. manual/ – Omsk: Omsk State Pedagogical University Publishing House, 2010. – 120 p.
53. The subject world of culture: Museum excursion program for elementary school / Group “Museum and Education”: , Minina SB., M., 1994.
54. Working with schoolchildren in the local history museum: Lesson scenarios: Educational method, manual / Ed. . – M.: Humanite. Ed. VLADOS Center, 2001, - 224 p.
55., Saplin in history. 3rd grade: Book. for the teacher. – 2nd ed. – M.: Bustard, 1997. – 128 p.
56., Saplin in history. A manual for students. M.: TsGO, “Venta – Grif”, 1995. – 160 p.
57. Old Omsk. Illustrated chronicle of events / Comp. . – Omsk, 2000.
58. Stolyarov pedagogy. History, theory, practice: Textbook. allowance/. - M.: Higher. school, 2004 - 216 p.
59. Stolyarov in the education system: (On the problem of the specifics of museum-pedagogical activities in the modern sociocultural process) //
International museum-pedagogical seminar “Hello, museum!” Abstract. seminar. St. Petersburg, 1995.
60. Joiners of the Art Museum: from origins to the present. St. Petersburg: Special literature, 1999.
61. Stolyarov Museum and aesthetic education of youth. L., 1988.
62. Stolyarov B.L., etc. Museum-pedagogical program
“Hello, museum!” // Art museum in the educational process. St. Petersburg, 1998.
63. , Sokolova ND., Alekseeva excursion
affairs: Proc. manual for students of pedagogical universities. St. Petersburg, 2002.
64. 1000 significant events from the history of Omsk. ./ Comp. And scientific Ed. . Omsk, 1996.
65. 1000 riddles. A popular guide for parents and teachers./ Compilers, . Artists, . – Yaroslavl: Academy K, Academy Holding, 2001. – 224 p., ill. – (Series: “Game, learning, development, entertainment”).
66. Udalov about the glorious city of Omsk. – Fragments of history. Omsk: Book. publishing house, 2005. – 272 p.
67. Fedotov G. Obedient clay. Fundamentals of artistic craft. M.: AST - Press, 1997.
68. Hudson K - Influential museums. Novosibirsk, 2001.
69. , Fokin of museum affairs: A textbook for students of pedagogical and humanitarian universities. – St. Petersburg: SpetsLit, 20 p.
70. Yurasova. Essays on history. Omsk, 1983.
71. Yureneva: Textbook for higher school. – 2nd ed. – M.: Academic Project, 2004. – 560 p.
72. Yureneva in world culture. M., 2003.
73. I will take you to the museum: Textbook. manual on museum pedagogy. M., 2001.
Literature for children
1. Fun lessons. Educational magazine for children of middle school age, February 2010.
2. I explore the world: Children's encyclopedia: Toys /Auth. comp. . – M.: “AST Publishing House”; House “Family Library”, 1999. – 496 p., ill.
3. I explore the world: Children's encyclopedia: History of crafts. – M.: AST”; Artel", 2000. – 416 p., ill.
Internet resources:
1. Entertaining experiences and experiments for preschoolers http://adalin. *****/l_01_00/l_01_10c. shtml
2. Entertaining experiments http://*****/opit/opit. htm
3. How to make a volcano? http://*****/fulltext-thread. aspx? cnf=Early&trd=6380
4. Kononchenko N. Introducing preschool children to plants http://*****/2003/08/9.htm
6. Why do plants grow upward? http://www. *****/art/1953/
7. Starovoit with children. "Eruption"
http://www. *****/zanatia247.htm
Have you already had time to relax and get back into your usual work routine? To-do lists are getting longer, schedules for all sorts of activities are getting tighter. Still, Lil School recommends finding time to visit museums and art galleries with your children, because this is very important for the development of taste and artistic perception. We want to help you decide where to go in the near future, and for this we will tell you about children's programs operating in museums and galleries in major Russian and foreign cities. Let's start with Moscow and St. Petersburg.
Moscow
Tretyakov Gallery
Excursions to the Tretyakov Gallery are designed for children from seven years old, and creative activities are available for children from five. Excursions are provided for organized groups, and in addition to the sightseeing route around the museum, you can visit thematic ones: “The World of Fairy Tales and Dreams.” “Art of the 20th century”, “In the sculptor’s workshop”, “In the artist’s workshop”, etc. You can sign up for creative classes individually by purchasing a one-time visit or a subscription. During classes, children draw, sculpt, listen to music and poetry, and watch excerpts from ballet and opera productions.
Excursions
Programs for children 5-6 years old
For children 7-9 years old
For children 10-12 years old
State Museum of A.S. Pushkin
The museum's children's center has been operating for more than 12 years. The center is engaged in the creation of interactive children's programs that involve different types of art - literature, music, theater, fine arts and arts and crafts. The programs are designed for children from 5 to 15 years old. Museum teachers and researchers, directors, artists, philologists, historians, psychologists, theater experts, poets and writers work with children.
The topics of children's programs are very diverse: at the Pushkin Museum you can study writing, applied arts, theatrical art, the art of speech, and even go to an artistic fencing studio.
You can select a suitable program on the museum website.
Moscow Museum of Modern Art MMOMA
The program of the MMOMA children's art studio includes two courses: “Two-dimensional visualization” and “Fundamentals of artistic perception.” Children from 4 to 10 years old can visit the children's studio; admission is available throughout the year. The MMOMA Educational Center offers courses in animation, book graphics, sculpture, theater art and performance.
On the museum's website you can play the educational online game "PLAYMMOMA". The game is conceived as a fascinating interactive guide - an introduction to the world of contemporary art. Designed for children over 6 years old, as well as their parents.
Museum of Russian Impressionism
For schoolchildren, the IRI has developed excursion programs that will help them learn a lot about foreign and Russian art of the 19th and 20th centuries, and learn to understand the language of painting. As they promise on the museum’s website, excursions take place without tediousness and boredom, but with the use of a unique multimedia zone. For the youngest visitors (from 4 years old) there is an interactive tour of the main exhibition.
For children 4-6 years old, the museum operates an educational and entertainment club “Karapuz and the Beautiful”. During classes, children perform various tasks, play, perform creative experiments, listen to music and even dance. The museum also hosts educational and entertaining master classes “Imaginary Avant-garde Artists”.
Saint Petersburg
State Hermitage Museum
The Hermitage School Center clubs are designed for children of different ages and last several years of study. Classes are taught by art historians, orientalists, archaeologists and restorers. Admission is carried out in September based on the results of the interview. Children get acquainted with painting, learn the secrets of crafts, the culture of different eras, the basics of archeology and much more.
The Hermitage has the oldest museum art studio in Russia. The training program includes performing creative tasks, as well as getting acquainted with masterpieces of fine art from the museum’s collection. Classes are held in the premises of the Art Studio and in the halls of the museum.
Erarta Museum of Contemporary Art
For children and schoolchildren, the museum has special programs in the form of interactive classes and game excursions at the exhibition. The programs are designed for children from 6 years old and will be of interest to even the most restless children. For example, on the excursion “The Amazing Life of Things”, children will see how ordinary objects, entering the field of contemporary art, acquire unusual properties, change mood and character depending on how they are depicted or made by the artist.
In addition to excursions, there are activities in the form of quests: a game for children 6-10 years old “Saving Fantasy, or the Magic Power of Art” and an art route “Adventures with Nemalevich”. Older schoolchildren (11-17 years old) can take part in interactive classes “In Search of the Meaning of Life, or Playing with Art” and “Secrets of Contemporary Art.”
Academy of Arts Museum
For children, the museum offers classes in graphics, modeling, and mosaic art; course “Four Types of Art”, series of lessons “Unboring Art”. You can purchase one-time visits or a 1-month subscription. All activities are very interesting and suitable for children from 6 to 15 years old.
In the “Graphics” class, class participants will create an engraving and take home a real print. In the “Mosaic” course, children will work with natural marble and granite, sea pebbles, smalt, stained glass, and try themselves in an unusual mixed technique: painting with colored cements with mosaic elements.
Look detailed information and you can sign up for classes on the museum’s website.
Russian Museum
The museum conducts classes for children from 4 to 16 years old and family audiences throughout the school year. The program consists of excursions around the exhibition of the Russian Museum and creative classes in the studios of the Mikhailovsky Castle. On excursions, children get acquainted with the museum’s collections and the history of masterpieces; learn to understand the language of artists. In the studios, children learn the techniques of fine arts, doing drawing, modeling and artistic modeling. You can study the avant-garde, Russian painting, the history of palaces and gardens of St. Petersburg, modern and folk art and much more.
In addition, the museum operates a distance learning program for schoolchildren and students. There is access to the “Language of Fine Arts” and “Contemporary Art” courses, which include educational materials and test assignments on history and basic concepts of fine art.
Anikushin's workshop
This is not only a memorial museum of the famous St. Petersburg sculptor of the twentieth century, Mikhail Konstantinovich Anikushin, but also a modern center for learning and creativity. The most curious will definitely appreciate the opportunity to touch the exhibits, which is not allowed in every museum. Here you can also learn about how monuments are created: from the appearance of a sketch on paper to sending the finished model for casting in bronze.
For children there are
