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Academic literature on the topic 'Museums and schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Museums and schools"

Kiurski, Dragan. "The Museum as a learning environment and a supplement to school learning: An example of the educational programs of the Kikinda National Museum." Nastava i vaspitanje 72, no. 2 (2023): 277–91. http://dx.doi.org/10.5937/nasvas2302277k.

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Shifting the focus from collections to visitors, museums have developed numerous educational programs in the past few decades, addressed to a diverse audience. Special attention is paid to the school and preschool populations. Schools and kindergartens have become inseparable partners of museums, and the partnership strives to provide education with an informal character. Whet-her it is children from local schools or children who visit museums as part of school excursions, museums serve as an inspiring setting for acquiring and expanding knowledge and enriching experiences. In order to deepen relations with schools and kindergartens, the educational services of museums and galleries create special programs based on the correlation between school programs and museum collections. They do this through such forms as storytelling, workshops, quizzes, and theatrical models. The paper looks at the genesis of pedagogical work in museums and the theoretical starting points of the relationship between schools and museums, and presents the results of empirical research on this relationship and learning outcomes in the Kikinda National Museum.

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Feliu-Torruella, Maria, Mercè Fernández-Santín, and Javiera Atenas. "Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage." Sustainability 13, no. 7 (March 26, 2021): 3713. http://dx.doi.org/10.3390/su13073713.

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Schools and museums represent essential spaces for the development of learning and understanding of the world surrounding us through the arts and heritage. One of the things learned in the COVID crisis is that it is key to build bridges between schools and museums to support their educational activities, regardless of the possibility to access these spaces in person. School teachers and museum educators have the opportunity to develop a critical and creative citizenry by collaborating in the design of learning activities that can bring the museums to schools and schools to the museum by adopting the Reggio Emilia approach. The results of the study arise from a triangulation of data, as we contrasted the literature about the Reggio Emilia approach with the practices of museums that use such a philosophy and with the analysis of a series of interviews with experts in early childhood education and Reggio Emilia in order to identify a series of good practices, which we used to delineate recommendations to foster the adoption of this model and establish relationships between schools and museums, enhancing the opportunities to develop critical and creative thinking throughout activities and to understand the heritage and the arts, thus fostering citizenship from an early childhood.

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Wibowo, Agung. "MUSEUM DAN SEKOLAH: SINERGI KEBIJAKAN DEMOKRATISASI KEBUDAYAAN MELALUI PROGRAM PEMBELAJARAN SENI DAN BUDAYA DI KOTA LA ROCHELLE - PRANCIS." Paradigma: Jurnal Kajian Budaya 14, no. 1 (April 30, 2024): 122–36. http://dx.doi.org/10.17510/paradigma.v14i1.1411.

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Our article describes the relationship between museums and schools as a policy of democratisation of French culture, a policy that has encouraged the ministry of education and the ministry of culture to work together in designing arts and cultural learning programmes in museums and in schools. The case study of the implementation of the national policy of democratisation of culture by the municipality of La Rochelle is an important consideration that can help us to understand how the locality of public policy implementation in France can contribute specific characteristics to the cultural development and management of museums and schools. Arts and culture learning in museums aims to bring students into direct contact with museum collections. The aim is to give students real-life experiences, encouraging them to easily express or talk about them, both in the classroom and beyond. Learning in museums is designed to build sensitivity to emotions and impressions that arise when dealing directly with museum objects, when looking at the shape, colour or material of museum objects. Students will comment and express their experiences. This is the virtue of the learning process.

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Danek, Jan, B. Shaushekova, and E. Ibrayeva. "Advantages of joint work of school with organizations of supplementary education at different historical stages." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 66–72. http://dx.doi.org/10.31489/2021ped1/66-72.

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Article deals with the problem of interaction of the museum and school from the early ages. Authors give thoroughly full images of joint work of museums and schools in developed countries and analyze their experiences in conducting this way of cooperation. In the article there were listed the problems of interaction between the museum and the school and features of interaction at different historical stages. Authors describe the promising models of cooperation and the answers to question ‘How the problem of “museum and school” is solved abroad?’ Work of museums with students have been discussed in details, i.e. work with preschoolers and younger students, middle and high school students. Authors gave classification of museums of educational institutions: university museums, school museums, pedagogical museums. They have considered pedagogical museums in the period of origin and prosperity, the evolution of pedagogical museums, museums of the history of education and children's museums. Authors have analyzed the prospective of having museumschool partnership.

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Zbuchea, Alexandra, Loredana Ivan, Mona-Silvia Timofte, and Iulia Iordan. "Closing the Gap between Museums and Schools." Culture. Society. Economy. Politics 2, no. 2 (December 1, 2022): 11–25. http://dx.doi.org/10.2478/csep-2022-0008.

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Abstract Museums’ roles are diversifying considering their dynamic relationships with the present-day economy, society, and communities. Nevertheless, education is the main constant marketing museums’ complex activities. An important part of the educational mission of museums is designed with and for teachers and their students. Nevertheless, these partnerships are complex and they need more understanding for designing more effective educational programs. Having this in mind, the present study analyzes the way primary-school teachers in Bucharest, Romania, interact with museums and how they use their collections as educational resources in class. The qualitative investigation implemented shows that there is a high potential for partnership and teachers need more guidance and cooperation opportunities coming from museum educators and curators.

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Rudnickaitė, Eugenija. "GEOLOGICAL „MUSEUM“ OF SCHOOL SURROUNDINGS: TO HELP TEACHERS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 2 (September 1, 2012): 36–42. http://dx.doi.org/10.48127/gu-nse/12.9.36a.

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Year 2012 in Lithuania is announced as the Year of Museums, nevertheless the num-ber of museums and educational programs dedicated to Natural Sciences did not increase. Geosciences are very significant part of the whole complex of Natural Sciences. How-ever, geological disciplines are not included in Education Programm of Secondary Schools, therefore Museums of Geology became very important. Lithuania can not brag about a big number of geological museums, and most of them are not close enough for a class trip. Such luxury is only available mainly for schools in Vilni-us. Although, during recent years more and more geological knowledge is available at regional parks new information centers (Gražutės, Sartų, Nemuno kilpų, Ventos, etc.). It is convenient to nearby schools. But what about the rest? The idea of this article is to show, that a geological „museum“ can be found in schools surrounding environment: school yard, close by river slope, dug out quarry, by a water spring or a hill. Specific examples are presented how an unregistered user, visiting Lithuanian Geologi-cal Survey internet site (www.lgt.lt), can find enough information about his schools’ surround-ings geological structure (on the surface and underground), protected geological object (ge-otops), interesting outcrops, probable pollution sources, mineral resources, etc. Key words: museum of geology, Vilnius University, nonformal natural science educa-tion, geology, education, museum, teacher.

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Zadravec, Valentina, and Željka Miklošević. "Croatian Vocational Schools Within a Museum-School Partnership." Revija za elementarno izobraževanje 15, Spec. Iss. (August 2022): 147–64. http://dx.doi.org/10.18690/rei.15.spec.iss.147-164.2022.

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The paper presents research on museum-school relationship from the point of view of teachers from secondary grammar and vocational schools. It explores their current and preferred interactions. The results show that teachers from vocational schools make field trips less frequently and are less satisfied with their relationship with museums. The characteristics of museum-school interactions are the same for both groups and form a model of low-intensity relations, with each institution maintaining its discrete authority, responsibilities and resources. Unlike the responses of the grammar-school teachers, those of vocational-school teachers do not indicate any development of the present relationship.

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Cho, Sungsil. "Reproduction of Local Culture Exhibitions at Japanese Local Museums and Community Participation: Focusing on the Case of Urayasu City Museum." Academic Association of Global Cultural Contents 58 (February 29, 2024): 137–55. http://dx.doi.org/10.32611/jgcc.2024.2.58.137.

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This study aimed to examine the reproduction of local history and the participation patterns of residents in exhibitions at local Japanese museums. According to data from the Agency for Cultural Affairs under the Ministry of Education, Culture, Sports, Science and Technology, there are more than 5,700 museums in Japan. Japan's rapid growth after its defeat in World War II accelerated the establishment of museums that store local history and folklore materials. Around 1993, 452 local museums with history and folklore themes were built. This can be interpreted as a measure to respond to the standardization of existing centrally oriented museums due to the triggering of awareness of issues such as local population decline and regional crises. Unlike central or tourism-oriented museums, museums established in local areas tend to focus on residents living in the area. The local museum examined in this study also considers local ‘people’, who put the concept of ‘hometown’ at the forefront, as a significant element of museum operation, and their participation becomes the basis of the local museum's identity. As the leading case covered in this paper, the Urayasu City Local Museum promotes citizen participation by turning the results from various local participation programs, such as collaboration with local schools, student curator system, and regional competitions to transmit local cultural heritage, into exhibition contents. Japanese local museums provide many implications for today's Korean society, especially in the current era where there is talk of local extinction due to population decline, the direction in which the ‘region’ should move, and the social role that museums should take.

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Lyudmila, Popova, Pikulenko Marina, and Taranets Irina. "PARTICIPATION OF NATURAL SCIENCE MUSEUMS IN THE DEVELOPMENT OF LOCAL HISTOTY ACTIVITIES IN SECONDARY SCHOOL." LIFE OF THE EARTH 46, no. 2 (May 29, 2024): 219–24. http://dx.doi.org/10.29003/m4160.0514-7468.2023_46_2/219-224.

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The article discusses various forms of local history activities to be implemented in the interaction of natural science museums and secondary schools. The practical experience of employees of the Earth Science Museum of Lomonosov Moscow State University in the field of local history is described, namely: conducting a professional development program (Summer School), thematic classes with students, and consultations on the creation of educational expositions in school museums. A thematic plan of the section “Nature of the Native land” in a school museum is given. The prerequisites for successful cooperation between natural science museums and secondary schools in the joint implementation of local history activities are substantiated

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Figueiró, Belisa. "Museus e ciência: revisão dos estudos históricos e das instituições na Espanha." Transições 1, no. 2 (December 14, 2020): 195–214. http://dx.doi.org/10.56344/2675-4398.v1n2a202010.

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Este artigo propõe uma análise dos estudos históricos de pesquisadores espanhóis sobre a criação dos museus científicos na Espanha. Como método, aplica a revisão bibliográfica dos trabalhos publicados pela revista Arbor, os quais examinam o papel da ciência e da tecnologia não apenas no propósito de instauração das próprias instituições, mas também na restauração de obras e peças museológicas, com especial atenção ao Museu de Ciência e Tecnologia de Madri e ao Instituto San Isidro. Da mesma forma, este texto aborda a interação entre o público e os museus espanhóis, reconhecendo a perspectiva da museologia crítica como uma possibilidade de aproximação entre as escolas, os visitantes e os museus. Abstract: This article analyzes the historical studies of Spanish researchers on the creation of science museums in Spain. As a method, it applies the bibliographic review of the works published by Arbor scientific journal, which examine the role of science and technology not only in the purpose of establishing this kind of institutions, but also in the restoration of works and museum pieces, with special attention on the National Museum of Science and Technology (Madrid) and San Isidro Institute. Likewise, this text talks about the interaction between the museums and its audience, recognizing the critical museology perspective as a possibility of bringing schools, visitors and museums together. Keywords: Science museums. Critical museology. Spain. Restoration. History.

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Dissertations / Theses on the topic "Museums and schools"

Yount, Katherine. "A Collaborative Affair: The Building of Museum and School Partnerships." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30532/.

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This study examined two art museum and school partnerships in order to learn how partnerships enable an integration of goals, participants' beliefs and values, and learning objectives. This study examined the partnerships through a social constructivist lens and used narrative analysis as way to interpret participants' stories about collaboration. The research found three major themes among participants' stories. Participants: a) valued good communication to establish relationships between partners, b) believed partnership offered students experiences that educated the whole person, and c) felt that students making meaning by interacting in the museum environment was an indicator of success. The study closes with discussion of the researchers' own constructions as they developed throughout the study.

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Alhadi, Esameddin. "Transforming school museum partnership the case of the University of Flordia Harn Museum Teacher Institute /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214496613.

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Winterbotham, Nick. "Museums and schools : developing services in three English counties, 1988-2004." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421903.

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CAZELLI, SIBELE. "SCIENCE, CULTURE, MUSEUMS, YOUNG PEOPLE AND SCHOOLS: WHAT ARE THE RELATIONS?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7122@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
No contexto atual, muitos autores insistem em que a promoção da cultura seja desenvolvida por uma rede de instâncias culturais. Os museus vêm ocupando lugar de destaque nesta rede. Os objetivos deste estudo estão relacionados à investigação dos efeitos de algumas características associadas aos jovens e a seu entorno, tanto familiar como escolar, nas chances de acesso a museus ou instituições culturais afins. Mais especificamente a intenção é explorar o potencial explicativo dos capitais econômico, social e cultural no aumento ou diminuição destas chances. Para a realização do estudo, um questionário contextual auto-administrado foi submetido a 2.298 alunos de 8ª série do ensino fundamental, em uma amostra probabilística de 48 escolas, municipais e particulares, situadas no município do Rio de Janeiro. O instrumento buscou investigar, de modo geral, características sociodemográficas e, de forma detalhada, o padrão de acesso a museus. Foram privilegiados aspectos que pudessem dar conta, principalmente de práticas familiares de mobilização de recursos materiais e simbólicos junto aos jovens. Como o acesso a museus está associado a ações de professores e escolas, foi elaborado um questionário contextual auto-administrado para os profissionais diretamente envolvidos com a organização de visita. A análise dos dados coletados foi baseada na aplicação de um modelo de regressão. No contexto familiar, os resultados indicam que as diferentes formas do capital cultural, combinado com o capital social entrelaçado nas relações familiares, têm particular relevância no aumento das chances de acesso a museus. No contexto escolar, o acesso às instituições museológicas possui particularidades relacionadas à rede de ensino.
At present, many authors insist that cultural promotion is to be developed by a net of institutions. Museums occupy an important place in this net. The aims of this work are related to the research of the effects of some aspects of young people and their family and school backgrounds, regarding the access to museums or similar institutions. The further aim is to explore the potential of economic, social and cultural capitals in increasing or reducing these chances. For this study, a self-administered questionnaire was submitted to 2.298 students of the 8th grade of elementary schools, comprising 48 public and private schools within the City of Rio de Janeiro. The questionnaire sought to evaluate, in general, sociodemographic characteristics and, in detail, standard access to museums. The study examines family action on using material and symbolical resources together with the students. Since access to museums involves teachers` and schools` actions, a self- administered questionnaire was made up for the staff directly responsible for the visits. Data analysis was based upon the application of a regression model. In family background, results indicate that different forms of cultural capital, together with social capital in family relations, have special importance in increasing chances of access to museums. In school background, the access to such institutions is closely related to the different school systems.

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Buffington, Melanie L. "Using the internet to develop students' critical thinking skills and build online communitites of teachers a review of research with implications for museum education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092187119.

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Eggemeyer, Valerie. "Art Museum Resources and Teacher Use." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5285/.

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I proposed that both Bruner's (1963) idea of the spiral curriculum and Yenawine's (1992) theories of teaching for visual literacy in the museum set the stage for significant learning for students when used together. If school teachers lay a foundation of knowledge about a museum object, especially through museum resources, then the student may transform and apply this 'prior knowledge' (explicit memories from the classroom) while on the museum visit tour. When docents utilize Yenawine's (1992) methods toward the goal of visual literacy, the semantic knowledge of the classroom is then fused with museum learning, building stronger memories and facilitating deeper understanding as students learn about museum objects. This research explored the correlation of these two theories in a qualitative manner based on observations of actual museum visit preparation in classrooms in Casper, Wyoming, and how it related to a museum tour at the Nicolaysen Art Museum and Discovery Center. The research revealed that conditions do exist within the community that would facilitate Bruner's (1963) idea of a learning spiral, yet not in the manner envisioned. The observed conditions toward a spiral was accomplished through the participant teachers relating the museum exhibit to their operational curriculum in a variety of curricular areas, such as language arts and science, when docents related the tour to classroom learning, and not through museum resources or Yenawine's (1992) methods toward increasing visual literacy, as was previously considered.

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Badran, Arwa. ""Archaeological Museums and Schools : Teaching Primary-Aged Children about the Past in Jordan." Thesis, University of Newcastle upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525065.

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Liu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.

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Mathewson, Donna School of Art Education UNSW. "A socio-cognitive model for learning in art museums: establishing a foundation for cultural practice in the secondary school years." Awarded by:University of New South Wales. School of Art Education, 2006. http://handle.unsw.edu.au/1959.4/27295.

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This doctoral investigation examines educational relationships between museums and schools, and more specifically between art museums and secondary art education. The author's analysis of literature pertaining to museum/school relationships and previous research conducted within Honours research establishes systematic contradictions as permeating the public role of museums and educational engagements with museums. In seeking explanation, a theoretical framework, derived from the social theories of Pierre Bourdieu is developed. The framework is used to interrogate the practices of school-based art education and art museums, and the agents involved, to examine how social relations operate to enable and constrain the representation and engagement of secondary school-based perspectives in the museum setting. Aspects that have previously remained unacknowledged are examined to reveal the interplay of factors that influence educational experiences in the art museum setting. Using the findings from the first stage of the analysis, in concert with the Bourdieuan framework, the author develops a model for learning in art museums that explores and articulates a new pedagogical terrain in the art educational use of art museums. A socio-cognitive framework is developed to reflect the strategic incorporation of museological knowledge, contemporary art education philosophies and practices and sociological theory. The aims of the model are to engage secondary art education and art museums using a sociological perspective, provide the tools for secondary art educators to be autonomous in the art museum setting, recognize that individuals relate to cultural materials and experiences in varying and multiple ways and develop educational encounters that predispose learners to engage in the cultural practice of art museum visiting. In intrinsically valuing art museum experiences as distinctive learning opportunities, the model provides teaching and learning strategies that allow for a multi-faceted, developmentally appropriate and cognitively based educational involvement. As the ultimate outcome of the research the model has significance for secondary art students, secondary art educators, teacher educators and art museum educators. It is unique in providing a secondary school-based art educational perspective on learning in art museums that is designed to establish a foundation for cultural practice, within and beyond the school years.

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Winkel, Rachel Elizabeth. "Schools of Identity: Rhetorical Experience in the United States Holocaust Memorial Museum." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7308.

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In the following pages I assert that important rhetorical work is being carried out by aesthetic means in museums and memorials in order to facilitate experiences of identification. I describe in rhetorical terms how that work is done, especially within my primary artifact of study, the United States Holocaust Memorial Museum. Specifically, this paper explores concepts developed in studies of epideictic rhetoric, the rhetoric of place, and museology. The theoretical framework of this paper is founded on the ideas of John Dewey and Kenneth Burke. Dewey<'>s theories discuss how we learn from experience and the role of the aesthetic in creating such an experience. Burke asserts that people are primed for rhetorical identification by specific settings or <&hyphen>œscenes,<&hyphen> which he expounds upon in his theory of the dramatic pentad. I believe that the setting of an aesthetically vivid scene creates an emotional ecology in which museum and memorial patrons can have meaningful experiences. Furthermore, these experiences educate the patrons<'> emotions by allowing them to identify with (and develop empathy for) narratives and groups that they had not previously. In short, aesthetic elements set the stage for a meaningful rhetorical experience to take place, which ideally allows patrons to congregate and identify with the values and ideas they are presented with in the exhibit.

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Books on the topic "Museums and schools"

Group, Gloucestershire Museums. Museums for schools: Gloucestershire museums education packfor schools. Gloucester: Gloucestershire Museums Group, 1992.

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Monaco, Giuseppe "Pino", and Megan Wood. Museums and Schools. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852.

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Tim, Ambrose, Scottish Museums Council, and Scottish Council for Education Technology., eds. Education in museums, museums in education. Edinburgh: H.M.S.O., 1987.

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Sinha, Biswajit. Theatre libraries, museums, archives, schools & faculties. New Delhi: Raj Publications, 2015.

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Museum Schools Symposium (1995 Washington, DC). Museum schools symposium 1995: Beginning the conversation. [Minnesota]: Science Museum of Minnesota, 1996.

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Azarov, Vsevolod Borisovich. A muzy ne molchali!: Ėstafeta pami︠a︡ti. Moskva: Sov. Rossii︠a︡, 1987.

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I︠U︡khnevich, M. I︠U︡. Obrazovatelʹnyĭ muzeĭ: Pedagogicheskiĭ, shkolʹnyĭ, detskiĭ. Moskva: Sovremennye tekhnologii v obrazovanii i kulʹture, 2007.

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L, Galkina E., I︠U︡khnevich M. I︠U︡, Federalʹnoe agentstvo po kulʹture i kinematografii (Russia), and Rossiĭskiĭ institut kulʹturologii, eds. Rebenok v muzee: Novye vektory detskogo muzeĭnogo dvizhenii︠a︡. Moskva: RIK, 2006.

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Gutman, Dan. My weird school goes to the museum. New York, NY: HarperCollins Publishers, 2016.

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Bethea, Charles E. Practical tips for becoming a successful tour guide: A handbook for anyone who provides guided tour for students pre-K through secondary levels. Richmond, Va. (1339 Castleton Rd., Richmond 23225): Bethea & Spencer Docent Training Consultants, 1998.

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Book chapters on the topic "Museums and schools"

Moisan, Heidi. "Partners in Process." In Museums and Schools, 23–40. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-4.

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Kelly, Lynda, and Susan Groundwater-Smith. "Revisioning the Physical and On-line Museum." In Museums and Schools, 55–67. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-6.

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Blankenship, Jody. "Provoking Innovation." In Museums and Schools, 7–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-3.

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Mortara Almeida, Adriana, and Maria Helena Pires Martins. "Evaluation of Educational Material Designed to be Used by High School Art Teachers." In Museums and Schools, 97–109. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-9.

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Monaco, Giuseppe, Bo Lu, and Megan Wood. "Impact of the National History Day in Ohio Program on Students' Performances." In Museums and Schools, 79–95. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-8.

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Monaco, Giuseppe “Pino”, and Megan Wood. "From the Guest Editors." In Museums and Schools, 5–6. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-2.

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Wetterlund, Kris. "Keep Your Friends Close." In Museums and Schools, 69–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-7.

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Maurer, Liz. "From the Editor." In Museums and Schools, 3. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-1.

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Wadman, Melissa, Wendy deProphetis Driscoll, and Elizabeth Kurzawa. "Creating Communicative Scientists." In Museums and Schools, 41–52. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-5.

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Hall, Jenny, and Hedley Swain. "Roman boxes for London's schools." In Museums and Archaeology, 513–21. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003341888-51.

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Conference papers on the topic "Museums and schools"

Alonso-Monasterio, Pau, and Laura Uixera Cotano. "Community School Museums as a tool for education." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.

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Community Schools Museums (COSMUS) is an initiative that has been developing an approach to school education from a perspective of multi-dimensional diversity, creativity and community involvement under the Erasmus+ programme in six different countries (Portugal, Greece, Italy, Romania, Poland and Turkey) and in different kinds of schools (arts, music, primary school, high school, VET).This initiative, relies on different educational and multicultural principles, such as the European Youth Charter on Inclusion and Diversity in Education or the European Education Area, and uses a combination of three dimensions that compose the new concept of Community School Museum.The first dimension refers to the local community in which each of the schools is located. This not only enhances concepts such as local traditions, society, or sense of belonging, but also connects with them and involves them in the school activity and curricula content.The second dimension is the school, where education curricula and physical space interact to support those types of knowledge that are essential to sustaining human development, using critical thinking, using creativity or cooperation to promote multicultural meanings.The third dimension is the museum, understood as a flexible tool acting as a communication channel (bi-directional), with elements that act as significance bearers. It uses the approach of learning by doing in order to learn to be, one of the four pillars of learning. It also employs the recommendations of the International Committee for Education and Cultural Action and applies the seven areas of the UNESCO Creative Cities Network.Results of the Community School Museum projects show a sound diversity of approaches, which points to the success of the methodology, given that diverse educational, social and cultural contexts give rise to diverse museum contents and designs. One of these results focuses on vernacular heritage.

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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

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Hernández Ibáñez, Luis A., and Viviana Barneche Naya. "Joint spaces between schools and museums via virtual worlds." In the 2012 ACM workshop. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2390895.2390901.

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Sotiriou, Sofoklis, Stamatina Anastopoulou, Sherman Rosenfeld, and Marcelo Milrad. "Using advanced technologies to connect schools to science museums." In 4th International Workshop on Wireless, Mobile and Ubiquitous Technology in Education. IEEE, 2006. http://dx.doi.org/10.1109/wmte.2006.261369.

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Hu, Jasmine. "In-depth Thinking in the Partnership Between Schools and Museums." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.206.

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Yannier, Nesra. "Bringing AI Tutoring into the Physical World and Scaling to Schools and Museums." In L@S '24: Eleventh ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3657604.3665448.

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Insaf, Habiba Hakimuddin. "SCHOOLS, MUSEUMS, AND YOUNG AUDIENCES: UNDERSTANDING THE EDUCATIONAL ROLE OF MUSEUMS IN THE 21ST CENTURY USING CASE STUDIES FROM GERMANY AND INDIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1556.

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Herczeg, Michael. "AMBIENT LEARNING SPACES: CHANCES AND CHALLENGES OF INTERACTIVE KNOWLEDGE MEDIA PLATFORMS FOR SCHOOLS AND MUSEUMS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0601.

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Жамилова, М. Ж., and Ю. В. Гусарова. "TRADITIONS OF GIJDUVAN CERAMICS IN THE WORKSHOP OF THE NARZULLAEV DYNASTY." In Месмахеровские чтения — 2024 : материалы междунар. науч.-практ. конф., 21– 22 марта 2024 г. : сб. науч. ст. / ФГБОУ ВО «Санкт-Петербургская государственная художественно-промышленная академия имени А. Л. Штиглица». Crossref, 2024. http://dx.doi.org/10.54874/9785605162926.2024.10.53.

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Небольшой город Гиждуван неподалеку от Бухары является колыбелью одной из древнейших школ искусства керамики в Узбекистане, где ремесленники бережно хранят лучшие традиции многовекового гончарного промысла, передавая свое мастерство и неповторимый почерк орнамента из поколения в поколение. Алишер Нарзуллаев, керамист в шестом поколении, делится секретами аутентичной технологии изготовления уникальных изделий, которые становятся гордостью музеев и украшением многочисленных выставок. The small town Gijduvan, not far from Bukhara, is the cradle of one of the oldest schools of ceramic art in Uzbekistan, where artisans carefully preserve the best traditions of centuries-old pottery, passing on their skills and unique style of ornament from generation to generation. Alisher Narzullaev, a sixth- generation ceramist, shares the secrets of the authentic technology for making unique products that become the pride of museums and the decoration of numerous exhibitions.

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Egorova, Evgeniia Nikolaevna. "School Museum as an educational space." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86184.

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The article deals with the organization of school museums in the aksubayevsky district of the Republic of Tatarstan. Against the background of attempts to correspond historical events in Ukraine, the countries of the near and far abroad, the issue of preserving the historical memory of the current and future generations of our country is acute. The school Museum becomes an excellent alternative to the usual history lesson, the work of students in the school Museum is of a research nature, develops patriotism, love for their small homeland, their country.

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Reports on the topic "Museums and schools"

Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.

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Gallegos de Donoso, Magdalena. The Development of Sculpture in the Quito School. Inter-American Development Bank, October 1994. http://dx.doi.org/10.18235/0007914.

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.

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Brandt Djupdræt, Martin, and Louise Ejgod Hansen. Hvem er museumsbrugerne? Og hvilke forskelle er der på hyppige, mindre hyppige og sjældne museumsbrugeres brug og holdning til museer? Aarhus University, July 2024. http://dx.doi.org/10.7146/aul.528.

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Museer er en meget brugt fritidsaktivitet, og der har i de sidste 20 år været et øget fokus på at udvikle museernes tilbud. I samme periode har antallet af besøgende på danske museer også været jævnt stigende. Men vi ved stadig ikke helt, hvorfor nogen går mere på museum end andre. Denne rapport handler om brugen af museer, og om der i brugen er forskelle i forhold til, om man er en flittig gæst, eller om det er lang tid siden, turen er gået til et museum. Bag projektet står Den Gamle By i samarbejde med Moesgaard Museum, ARoS, KØN – Museum for kønnenes kulturhistorie og Naturhistorisk Museum i Aarhus samt Copenhagen Business School og Center for Kulturevaluering på Aarhus Universitet. Projektet blev finansieret af de deltagende museer og gennem støtte fra Slots- og Kulturstyrelsen.

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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), November 1998. http://dx.doi.org/10.2172/674612.

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Diaz, O. Museum in a School (reaching the unreachable audience). Final report, February 2, 1993--December 14, 1995. Office of Scientific and Technical Information (OSTI), February 1996. http://dx.doi.org/10.2172/491550.

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Mathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil, et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.

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Water, recognised by United Nations’ Sustainable Development Goal 6, is essential to sustain all life. It intersects with various aspects of our civilisation, heritage, health, and survival. In this project, we developed pedagogical tools using place-based, multidisciplinary, imaginal, and interactive content for middle school students. The expected outcome of this pedagogy is to equip students with knowledge and core competencies such as critical transdisciplinary analysis, systems thinking, and collaborative decision-making that are essential to reimagine just, resilient, and equitable water futures. We called this curriculum the “Water Classrooms”. The core partners in this work included Living Waters Museum, Centre for Water Research, Science Activity Centre at Indian Institute of Science Education and Research (IISER Pune), and the Centre for Environment Education (Pune).

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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.

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