What is the introduction to the museum called? Scenario for an extracurricular event "introduction to the school museum"
For the fourth year now, at MBDOU Child Development Center No. 89 “Parus” in Yakutsk, Republic of Sakha (Yakutia), we have been working on the “Origins” experimental program. The program logo – “source” – means that a child and an adult draw from the inexhaustible well of knowledge of the universal human culture, developing and enriching each other.
Chapter " Aesthetic development” involves introducing a child to the world of art, developing his artistic culture in the socio-cultural environment of the museum.
Understanding the importance this direction in the matter of raising children, its feasibility, we began step-by-step preparation for it.
First of all, at the beginning school year we have entered into an agreement with the National Art Museum visual arts Yakutsk on weekly visits to children senior group. The conditions, main tasks and forms of work were discussed with the senior teacher and museum employee.
We divided classes with children into three stages:
- Preparing children in kindergarten for visiting the museum (carried out by the teacher).
- Working with children on excursions to the museum (conducted by a museum teacher - art historian).
- Work with children to consolidate museum impressions (carried out by a teacher and a museum teacher - art historian).
At the first stage of acquaintance with the art museum special meaning has the child’s internal readiness to perceive art collections, his emotional mood. Therefore, we began the first classes to introduce children to the world of the museum as a group: classes were held on the rules of behavior in the museum, and we looked at reproductions of paintings, portraits of artists, postcards, illustrations from books, products of masters of decorative and applied arts, and small sculptures with the children.
If before this many children did not know what a museum was, then after the first conversations, we noticed an interest arose: they were happy to look at reproductions on their own outside of class, were interested in who painted it, etc. The gratifying moment was that when the children came to the museum for the first time, they immediately recognized and named the painting by I.K. Aivazovsky, which we talked about in one of the classes.
Currently, children visiting the museum has become a real holiday for our preschoolers. With great interest, children look at paintings of different genres, learn to understand and distinguish between methods of depiction ( oil painting, gouache, crayons, charcoal, etc.)
A specialist, art critic Olga Vasilievna Sizykh, worked with children at the museum. A teacher by training, she uses a fascinating form of “traveling games” to talk about exhibits, artists, the museum itself, paying special attention to the architecture of the building and the interiors of the halls.
Based on the knowledge gained in visual arts classes, children recognized and named Dymkovo toys, got acquainted with Kargopol toys. Examining these two types, they compared the differences and similarities of the painting, the shapes of these figures, which plays an important role in the development cognitive activity, ability to analyze and promotes the development of coherent speech.
The children also visited the exhibition hall of Komdragmet. There we got acquainted with the works of our Yakut artist - Lena Gogoleva. For the first time, the children saw with their own eyes costume sketches and the costumes themselves from the performances “Romeo and Juliet”, “KyysDebiliye” (costumes of the heroes of the Upper and Lower worlds, a costume and mask of the devil), saw carnival costumes and costumes for fairy tales by A. S. Pushkin. The impressions from what I saw were amazing: I saw interest, fear, and joy in the children’s eyes. I think that all this stimulated even more interest in further visits to the museum. On our next visit, the children got acquainted with a new exhibition; this time we were treated to works by the sculptor Ksenophon Nikolaevich Pshennikov. Here they became acquainted with a new form of art for them - sculpture. The conversation was interesting about how the mood, desire, and feeling of a person can be conveyed through the art of sculpture. We learned that there are different types of sculptures: bust portraits, genre compositions, the children again remembered small sculptures. By looking at and directly touching the sculptural works, feeling them with their hands, the children learned that they were made from different materials. If they are made of metal or stone, then they are cold, if they are made of wood, plaster or clay, then they are warm. The lesson was held in game form, the children played with great pleasure: they showed with their facial expressions the mood of the person depicted in the sculpture, turning into “ living sculpture”, depicting various genres. They could “scatter” and “fall” because they were made of sand and walked heavily, which means they were made of metal and stone. Here we once again noted for ourselves the qualitative difference between museum pedagogy and verbal methods, that such emotional disclosure of the child can only be achieved through visual contact of the child with a genuine work art.
By system step-by-step work With children, we conduct classes to consolidate museum impressions. This is a kind of reflection of a child. Our work practice has confirmed its feasibility. We sometimes conduct these classes in the nursery art studio at the museum, in some cases in the art studio at the kindergarten. We conduct classes together with a museum teacher. In these classes, children reveal their creative abilities: they draw, sculpt their impressions of what they saw from clay, dough, and enter into dialogue about what they saw. Based on the results of knowledge, one can judge changes in the aesthetic and cognitive development of the child. Lesson topics:
“My favorite toy”, “Whistle toy”, “Still life of my mood”, “What did I like most?”, “We decorate”, “My landscape”, “My favorite painting”, etc. After each lesson, children receive homework– draw or make your favorite picture, sculpture and tell your parents. We visited the exhibitions “Decorative and Applied Arts of Yakutia”, “ Old city” and held a family viewing of the city’s sculptures.
In a group setting, we opened a mini-museum of children’s work, “Russian Upper Room Corner,” where I conduct RNC classes with children in the form of gatherings, integrated classes, and in the corner children enjoy playing independent games.
All work is carried out, guided by methodological literature from the series of the “Origins” program (authors L.V. Panteleeva “Museum and Children”, T.N. Karachunskaya “Museum Pedagogy and Visual Activities in Preschool Education”).
So, working according to this system, summing up the results of the work done, we can now draw the following conclusions:
Direct acquaintance with the museum’s collections - authentic historical exhibits, as well as with the architecture of buildings and the interiors of halls, has a huge emotional impact on children, and this, of course, is invaluable in the formation of personality and the spiritual and intellectual potential of society as a whole. There is a qualitative difference in the visual contact of a child with a genuine work of art. museum pedagogy from verbal techniques.
It is necessary to create a special systematic program of classes, according to the scheme: - before the museum - in the museum - after the museum.
Observations, conversations and analysis of children's works showed that children have formed a “museum image”, visual memory, artistic thinking and imagination are developing, and progress in general is noticeable. cultural level and enrichment of visual activities. Our children have repeatedly taken part in various competitions children's drawing, where they took prizes.
Not all children retain a passion for drawing, for brushes and paints, but a passion for visiting art museums, an interest in people and objects, feelings and events, times and countries will not only enrich the soul and mind of future engineers, farmers, politicians and entrepreneurs, but and will make them more useful for their homeland.
More details about the experiment can be read in my article, published in magazine No. 3, 2006. “Chomchuuk Saas.” Yakutsk Republic of Sakha (Yakutia).
Over the past 5 years, work in the direction of RNK in the mini-museum “Russian Upper Room” of the Parus Central Regional Research Center has been carried out by the third generation of children of different ages.
Over the years, a large amount of material, manuals, toys, and souvenirs have been purchased and created. A lot of literature has been accumulated, both methodological and children's for reading, looking at illustrations, and demonstrative material.
Exhibitions of children's literature “Russian folk tales” have been created for different age categories. Video materials have been collected for viewing not only fairy tales, but also sections of oral folk art according to the age of children. Theater corners are open for independent performances of Russian folk tales.
A lot of classes, matinees, get-togethers, and entertainment on RNA were held. I would like to introduce one of the activities with older children in more detail.
Open lesson on the topic “Pavlovo Posad scarf”
Target:
- Introduce children to Pavlovo Posad scarves and shawls. Teach children the difference between scarves and shawls. Continue to get acquainted with the folk traditions of the Russian people.
- Develop aesthetic perception, sense of rhythm, color. Create a desire to learn more about folk traditions and crafts of the Russian people.
- To cultivate a love for the art of folk craftsmen.
Equipment: Pavlovo Posad scarves and shawls, slides.
Progress of the lesson
Part I Teacher: In front of you are large, colorful woolen scarves. They are called Pavlovsky Posad because they are made in the city of Pavlovsky Posad. Look, even the city’s coat of arms shows the edge of a scarf. This city is located near Moscow. For more than 100 years, craftsmen from Pavlovsky Posad have been making such scarves. Here is the very first worsted factory, where they began to produce them in large quantities.
At first, a long time ago, scarves in Pavlovsky Posad were made entirely by hand. The warp was woven on a loom. Weaving is a traditional occupation of Russian women. Such scarves were also painted by hand.
But this is what the worsted factory has become in our time. Weaving machines have become more advanced. Different craftsmen work on scarves. Weavers weave fabric from wool threads, dyers dye the fabric in different colors. Paints are applied under computer control; mixing of the finished paint is performed without human intervention. Artists create patterns, printing is carried out on printing presses. The most critical operations are carried out manually.
Did you know that in the old days in Rus' a piece of cloth was called “Plat”? This is where the word “shawl” came from. But other products of Pavlovo Posad craftsmen are shawls (shows the shawl to the children).
Look carefully and tell me what is the difference between a shawl and a scarf? The scarf is smaller in size than the shawl; the shawl is decorated with tassels, but the scarf is not). How many of you have Pavlovsk Posad scarves or shawls at home? Who wears them? (mother, grandmother, aunt). (Addresses several girls): You can throw a scarf or shawl over your shoulders. Feel how warm and cozy you are.
Physical exercise. Music game“Burn, burn clearly...”
Part II Do you know how else you can use shawls and scarves? It turns out that you can lay them out like a tablecloth, throw them over the back of a chair or sofa for beauty, or decorate a wall in a country house or country house.
All Pavlovo Posad shawls are different. Each has its own background and its own design, ornament. The background is the main color of the scarf on which the elements of the pattern are located. What color is the background of this scarf? What about this one? What patterns are the scarves decorated with? (leaves, flowers). What color are the flowers? Please note that the entire pattern is located at the edges and corners.
Part III. And now we will be craftsmen from Pavlov Posad and we will decorate the bases of scarves with patterns for our guests. To begin, review and select samples. Application. Children's work.
Questions for children: What are the names of the scarves you made? Why do you think these are scarves and not shawls? What are scarves and shawls for? How were scarves made before? And in our time? What patterns were used to decorate Pavlovo Posad scarves and shawls? (at the end of work, the children give their scarves to the guests).
Pavlovo Posad scarves and shawls are so beautiful and warm that residents of different cities of Russia and other countries wear them with pleasure.
Presentation "I'll take you to the museum." Acquaintance with the Bryansk Art Museum.
I'll take you to the museum
TARGET:
Introducing preschoolers to the concept "museum" .
Getting to know the city's art museum.
What's happened "museum" ?
This is a place, a room where things are collected and preserved: dishes, clothes, paintings, taken care of, and shown to people. These things are called exhibits. The museum staff takes care of them. They keep order and cleanliness. Help visitors navigate museums and exhibitions.
And the specialists who show us the museum, talk about the exhibits, are called guides.
Do any of you know what museums there are in our city?
Not long ago I visited 3 museums in our city:
Artistic
Local history
Park-Museum named after A. Tolstoy.
Today I will tell you about this and so far one of them.
And the first museum that we will visit will be "Art Museum" .
At the entrance to the museum we are greeted by a poster. We will immediately find out what exhibitions are currently taking place in the museum. Except permanent exhibitions, you can visit the painting exhibition "Old Bryansk" , an exhibition of works by young Bryansk artists and exhibits from the Dyatkovo Crystal Museum.
We found ourselves in the museum hall. There is a ticket office where tickets for entry are purchased.
In the hall we see large glass display cases, where we see the first exhibits - these are toys and crafts.
Look closely at these and crafts? How many of you can name these toys, what are they called?
We enter the first hall "Art Museum" - which displays ancient icons
Antique books lie under glass display cases.
Having examined the icons and ancient books, we find ourselves in the next room
Here we see paintings by artists and a piano
This is an unusual room. The chairs are like in a concert hall. This is a hall where thematic events are held, with listening to works famous composers. Such events are called musical lounges.
Here we can see sculptures
The museum consists of several halls, each hall displays paintings different artists.
Here we see paintings of different genres: portraits, still lifes, landscapes.
Have you noticed that there are also chairs in the halls,
You can sit on the chairs and admire the works of art while sitting. Portraits, landscapes and still lifes.
Moving from room to room, we look at paintings by different artists. The paintings have different sizes
We go into the hall, it displays an exhibition "Old Bryansk" . IN different time artists depicted the streets of our city. And here we can see what they were like at different times.
This is what the Embankment was like when there was no concert hall "Friendship"
And this is our staircase leading to the Embankment
This is Kalinin Street, depicted as it was in the last century.
In this room we can also not only look at paintings, but also watch videos on the theme of the exhibition.
This hall displays paintings by young Bryansk artists.
The paintings are made in different techniques...
...on various topics.
The next room we will visit is an exhibition of exhibits from the Dyatkovo Crystal Museum.
Here, behind glass display cases, the products of the Dyatkovo Crystal Factory made at different times are presented. by different masters, unique, interesting, inimitable, which can be considered works of art
We can consider vases made of white, transparent, colored glass.
Real works of art
Glass display cases protect the exhibits from careless and very curious visitors.
In this spacious, beautiful hall, among the exhibits of the Dyatkovo Crystal Factory, we will finish our tour.
This completes the viewing of the exhibits.
And we leave their museum.
QUESTIONS:
Where have we been?
What is the name of the museum?
What can you see in the museum?
What did you like?
Would you like to go to the Art Museum?
Prepared, conducted and personally photographed the museum halls and exhibits
teacher
NDOU "Kindergarten No. 68 JSC "RJ" Oreshkova Natalya Nikolaevna.
Excursion to the school museum of history and local lore “MEMORY IS THE BEGINNING”.
Topic: Getting to know the museum.
The excursion is conducted by: the head of the museum, history and social studies teacher A.V. Khodykin. and members of the circle " Young historian».
Goals and objectives:
Introducing students to school museum.
Developing a research spirit in children.
Introducing students to the culture of their region.
Materials for the lesson:
1. Expositions of the school museum of local history:
- “Native village.”
- “Our school yesterday and today.”
- “Echo of War.”
2. Illustrations for the game - “What should the student do?”
3. Songs.
Preparation for the event:
1. Create three groups of guides.
2. Prepare a performance of an excerpt from the song “I look into the blue lakes...”.
3. Prepare proverbs about the Motherland.
Progress of the event.
Org. moment: Head of the museum:
- Guys, today you came to the school museum of local history for the first time. My assistants and I will conduct unusual excursion, but very important for each of us. Listen to our guides, and at the end of the event, tell us what you learned today.
I. 1st group of guides:
- The first school in the village of Taly was opened in 1861. There was also a Sunday school in the village. There were 65 girls and 19 boys aged 12-17 studying there. Classes were taught 32 days a year by two teachers and one law teacher. The students were divided into four groups: 1 - illiterate, 2 - who studied for one winter, dropped out for some reason in the middle of the year, 3 - who studied for 2-3 winters, 4 - who studied for 5 winters at school.
In the sixties, the Talovskaya secondary comprehensive labor polytechnic school with industrial training conducted agricultural experiments on an area of 95 hectares and had its own duck farm. In 1963, for raising 50 thousand ducks, she was awarded a second degree diploma from the Committee of the Council of the Exhibition of Economic Achievements of the USSR. The eighties of the last century... School life is rich and interesting. Pioneer gatherings, Komsomol meetings, ceremonial lines, dedicated memorable dates, sport competitions. In spring and summer, hikes to places of military glory, cheerful songs around the fire, collecting waste paper and scrap metal. The work of the production team in the fields and currents of the Pobeda collective farm, and of course, on the plot. It was there that the guys learned the basics of rabbit breeding and growing seedlings.
- During the holidays, trips to hero cities and capitals of the union republics. Where have the students of our school visited: Moscow, Leningrad, Volgograd, Baku, Kiev, Minsk, Chisinau, Riga, Odessa.
School! For us and our successors, you were, are and will be a temple of science. Within your walls, scientists and machine operators, senior officers and livestock breeders, teachers and pilots, diplomats and builders, geologists and doctors received a start in life. With their feats of arms and selfless labor they defended, restored and glorified their Motherland!
What happened to the fate of our school graduates? Fate scattered them all over great country. Have they forgotten their home school? No! The year before last, graduates of 1956 gathered for a reunion.
The current school building was built in 1972.
- Raise your hands, whose fathers and mothers, grandfathers and grandmothers studied at our school.
Warm-up game (using pictures) “What should a student be like?”
(the guides of the first group show the children pictures that show how and what the student must do, and what he should not do, ask questions)
II. 2nd group of guides: (can be replaced by the head of the museum)
- Head of the museum:
A person has one mother, and he has one Motherland.
Don’t spare your strength or your life for your homeland...
- Every year, on May 9, the Victory salute thunders, and the immeasurable suffering of the war years and the immeasurable courage of the people are still alive in the people’s memory. What kind of holiday is this, who can tell me? This holiday is celebrated in every family, in every home. On this day, we bow with gratitude to the heroes who died in battles for the freedom and independence of the Motherland. Soviet people Having defeated the fascist invaders, he defended peace on Earth.
And in the summer of 1942, the Germans occupied the village of Taly.
The village of Taly was under occupation for only six months, but how much grief and separation it brought to fellow villagers. On December 19, 1942, our village was liberated after a difficult battle. In the battles for Taly and Bugaevka, several hundred Soviet soldiers of the 267th Infantry Division fell; the names of 20 officers and 221 soldiers and sergeants are known. They all rest in mass graves, located in the center of the village of Taly, on the street. Stepnoy, st. Lugovoy, in the villages of Bugaevka and Chekhurovka. Monuments and steles are installed on the graves. Locals They carefully look after the graves. Every year on May 9, village residents come to these graves and honor the memory of fallen soldiers, officers, and sergeants. Those who survived are not forgotten either.
Veterans of the 267th Infantry Division are grateful to the residents of the villages of Taly, Bugaevka, Chekhurovka for the good memory of the wars of liberation. The surviving veterans visited the mass graves of their fallen friends more than once. Relatives of the victims also came very often.
During the war, almost the entire adult male population went to the front. 309 men did not return from the battlefields. A native of the village is Lieutenant General A.M. Gorodnyansky (1896 - 1942), commander of the 6th Army of the Southwestern Front. He died near Kharkov in 1942 and was buried there.
III .3rd group of guides:
Our village of Taly was founded by the Cossacks of the Ostrogozhskaya hundred in the south of the Voronezh province on the left bank of the Bogucharka River. The name of the village of Taly comes from the river plant talnik. According to one legend, the Bogucharka River, which flows into the Don, got its name thanks to Peter I. One day the emperor was sailing along the Don River and learned that they were going to poison him by bringing him a cup of poisoned wine. When he was given a cup of wine, he poured it into the river and said: “A cup for God!”
Interesting names the streets in Talakh had names - Governor, Proezzhaya, Shapovalova. Dovgalayevskaya Street stretches along the river bank. Near the bay is Bratasheva Street, which got its name from the name of the rich Cossack who lived on it; here were the courtyards of two Talov priests. On the highest place stood the St. Nicholas Church.
The settlement, as was customary in those distant times, was surrounded for security by a “palisade”, the gates of which were locked at night and guarded by a squad of guards. Behind the palisade and the river stretched meadows, forests and arable lands of the Sloboda residents. The main occupation was agriculture, cattle breeding and transportation.
In front of you you see things that our ancestors used. What things do you know the meaning of?
- Looking at the things that your great-great-grandmothers, great-great-grandfathers, great-grandparents, great-grandfathers, grandfathers and grandmothers used, and even now some of them are used by their parents, what do you think they did? How was it carried out? free time?
(students list) (Listening to an excerpt of the song on the gramophone “Outside the window there is fragrant bird cherry”)
3rd group of guides:
- Yes, our ancestors were mainly engaged in agriculture and cattle breeding. Now let's remember the proverbs about the Motherland (mother, bread, etc.)
3rd group of guides:
Proverbs about the Motherland:
To live is to serve the Motherland.
There is no more beautiful country in the world than ours.
It is not scary to die for the Motherland - mother.
The Motherland is your mother, know how to stand up for her.
The native bush is dear to the hare.
WITH native land- die, don’t go.
Your own land is sweet even in a handful.
The native side is the mother, the alien side is the stepmother.
- What proverbs about the Motherland do you know? (Children's statements)
3rd group of guides:
- The Motherland is the house in which we live, and the Russian birch tree, and the cry of the cuckoo, and the clearing. This is the place where you were born and raised. A village whose history we are proud of! Our homeland is also our ancestors, our mothers, fathers, grandparents, who gave us life and name. The Russian people expressed a person’s love for the Motherland in their proverbs and sayings. Our fatherland, our homeland is Mother Russia. We call Russia Fatherland because our fathers and grandfathers lived in it from time immemorial. We call it our homeland because we were born in it, they speak our native language in it, and everything in it is native to us; and as a mother - because she fed us with her bread, gave us drink with her waters, taught us her language, how a mother protects and protects us from all sorts of enemies... There are many in the world, and besides Russia, all sorts of good states and lands, but one person birth mother- He has one homeland.
- Head of the museum: Russia. Which beautiful word- and dew,
and strength, and something blue...
S. Yesenin
IV. The song “I look into the blue lakes...” plays.
V. Final word head of the museum.
Consultation for teachers and parents, which provides recommendations on how to prepare a child for visiting the museum. She will help the adult prepare questions for the child, put him in the right mood, and build a plan for visiting the museum.
Download:
Preview:
Consultation for teachers and parents
HOW TO ORGANIZE A CHILD’S FIRST ACQUISITION TO A MUSEUM?
Gorlevskaya E.L., senior teacher
MBDOU kindergarten 58, Apatity
The most important thing is to choose the right museum for your first visit. It is necessary to proceed from the interests of the child: what is interesting to adults may not intrigue a preschooler. When the choice of museum is made, you need to warn your child about your plans. It is very important for a preschooler to know that a significant event is coming; the child should go to the museum for the first time prepared, so that he is ready to perceive new information and be imbued with new impressions. To go to the museum, you must choose a day free from other significant events. So,You can’t take your child to the temple of the muses as a “gift” for his birthday, you cannot combine it with the Day of Knowledge, etc.
So, the special day has arrived, and you and your preschooler are walking hand in hand to the Museum. An ideal first visit to the museum would be a tour of the exhibition led by an experienced specialist who is familiar with the features children's perception and it will not be difficult for him to show and tell your child all the most interesting and at the same time accessible to children’s understanding.
If you decide to spend time in the museum together with your child, additional preparation will be required for both the adult and the child. But this investment will definitely pay off good mood, new knowledge, joint activities with a little person. A parent must remember that a museum tour for a preschooler cannot exceed 40 minutes, otherwise attention will be scattered, and as a result, instead of a cheerful, interested child, a capricious one, tired from the large volume, will leave the museum new information and impressions of a person. Remember, it is better for the child to remain with a small “aesthetic hunger” than for him to become so overwhelmed with new things that he does not want to go to the museum again for a long time.
Some time before the “going out”, you can show your child postcards with the image famous museums– Hermitage, Russian Museum, Museum named after. Pushkin, conduct a series of classes on this topic. In which you will tell that museums are very different in content, their exhibitions tell about a variety of things, events and even people.
Prepare your child for the fact that he will be met at the museum by the staff of the institution. A preschooler will be interested to know that museum workers are called caretakers and curators. Why? Let your child try to come up with theories himself. Don’t forget to purchase a ticket and present it at the entrance, say hello to the caretaker, and get acquainted with the layout of the exhibitions. Give your child time to look around and get used to the unusual atmosphere. Everything may seem surprising - people move around exhibition halls quietly, talk in a whisper, don’t touch anything with their hands, although there are so many interesting things around! Ask your child why museums are not allowed to touch exhibits. Remember the rules of conduct in a museum, imagine what could happen to valuable historical exhibits if everyone who wants to pick them up? Will they survive for hundreds of years to delight our descendants? You can show your child an exhibit and tell him that his grandmother came to admire it - that’s how long objects live in museums!
Now you can start exploring the exhibition.
Preschoolers are most often of keen interest in decorative and applied arts (DAA), because the DAI exhibition is always bright, unusual, and consistent with children's positive worldview.
Special attention An adult should be reminded that it is unlikely that any information will remain in the child’s memory if they simply walk through the halls of the museum and look at what is on display. The child needs to “bring closer, appropriate” each object, and helping him with this is the task of an adult. How can I do that? Of course, the methods depend on what exhibits we are working with. But in any case you can:
1. Ask to come up with a name for a painting, sculpture, composition. Justify it
2. Ask what feelings the child experiences while looking at the exhibit.
3. Together, come up with a fairy tale or story that could happen with what you saw.
4. B art hall ask the child to choose the happiest one, the saddest one, in his opinion, etc.
5. In the museum of technology, you can try to build a chronology of the appearance of technical “new products”, try to guess what this or that unit is used for.
6. Children receive a lot of information through body sensations. Therefore, the exercise “depict”, copying what the baby sees, can be useful and funny. Such tasks are especially good when looking at sculptures or genre scenes.
Alla Fisheleva recommends building your acquaintance with the museum’s exhibition on the principle of contrast, that is, moving from small exhibits to large ones, from those made of metal to wood, from paintings to sculptures. This is necessary to add variety and prevent premature fatigue in children.
Don’t make it your goal to explore the entire museum at one time; remember that there is still “homework” ahead.
Why is it needed? So that the child has an “aftertaste”, so that the acquaintance with the world of beauty does not end immediately at the threshold of the museum. To maintain a child’s interest, you need very little: if you have become acquainted with objects of decorative and applied art, you can read Bazhov’s tales at home, if you went to a doll museum, tell your home dolls about their predecessors, what dolls mothers and grandmothers played with, draw favorite exhibit, etc.
Anyway interesting point communication between an adult and a child can be the composition of the 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 I told my fairy tale...”
Class 1.
3dacha: formation of the concept of an art museum as a repository of beauty.
Visual range:
1. Temple of Apollo in Bassae. Ancient Greece. Around 430 BC e.
2. The building of the State Russian Museum (formerly Mikhailovsky Palace). Architect K. I. Rossi, 1819-1825
3. Mikhailovsky Palace. Architect. K. I. Rossi. 1819-1825.
4. Halls and interiors of the State Russian Museum.
View the view of the Mikhailovsky Palace (the building of the State Russian Museum) on the website. An image of the museum on the website page is given in Appendix 7.
Ask (if the children did not attend formerly a museum, then the teacher himself must tell about it): why is it called that? Ask: what does “museum of Russian art” mean?
While viewing the site, pay attention to the monument in front of the building. Ask: in memory of which person was it erected? Why is it located in front of the museum building?
At the end of the lesson questions are asked:
What are the two called? major museums Russian art?
Where are they located, in what buildings, who created them?
Lesson 2
1) Give a general idea of the State Russian Museum and the features of its collection.
2) Explain the name of the museum.
Visual range:
The building of the State Russian Museum, halls and interiors.
At the beginning of the theoretical lesson, recall the topic of the previous one and ask:
Where did the word “museum” come from?
What museums are called art museums?
What two art museums do children know?
Why are they called that?
What other museum in our city has a large collection of works of art (paintings, sculptures, etc.)? This is also an art museum. (Children will be able to answer if they have previously visited the State Russian Museum.)
Remembering the museum building shown on the website, tell the history of construction. Emphasize what is unique about the collection of the Russian Museum and its difference from the collections of other museums.
At the end of the theoretical lesson draw conclusions:
Computer classes:
Introduction to the art museum.
Temple of Apollo at Bassae. Ancient Greece. Around 430 BC e.
Dunno:
There are a lot of museums in our country, they are very diverse. What museums have you been to? What museums do you know? What do they contain?
Do you know what it is art museums and why are these museums called that?
The building of the State Russian Museum (formerly Mikhailovsky Palace). Arch. K. I. Rossi, 1819-1825
K.P. Begrov "Mikhailovsky Palace". 1832
Dunno:
The building of the State Russian Museum (view from Arts Square)
What does “museum of Russian art” mean? In memory of which person was the monument erected in front of him? Why is it located in front of the museum building?
Academic Hall
Dunno:
Why is the hall called Academic?
What are the names of two large museums of Russian art? Where are they located, in what buildings, who created them?
Dunno:
What other museum in our city has a large collection of works of art (paintings, sculptures, etc.)? This is also an art museum.
Dunno:
The name of the architect of the Russian Museum?
Dunno:
What is the difference between the collections of the Russian Museum and the Hermitage, why can they be called art?
Answer: The Hermitage is now one of the largest museums in the world; works of art from all over the world are presented here; this is the uniqueness of its collection and its difference from the collection of the Russian Museum.
