Marisia - Maros Megyei Múzeum Évkönyve 31/2. (2011)
Museum Pedagogy
Monica DUMITRU in all student’s books. These individual themes, once required by the teachers as didactical curriculum assessment, would have the following results: 1) student’s individual or group work abilities development, concerning an outside the class, laboratory, library, school, internet, objective, stimulating the analysis and synthesis spirit; 2) freely students participation at a precise event from a well determined point of view and as a step towards the achievement of a original material which will also be revealed in front of colleagues and parents, represents a dynamical alternative opposed to the passive watching of a preamble during a visit imposed by teachers, school, family; 3) the direct contact of students with the museum makes them conscious of the specihcity and unicity of the national cultural values, maybe helping them to better understand their importance and to do their best in order to protect them. In the last year, there has been registered an improvement in which concerns the collaboration between the school and the museum, like the following example. The Romania’s National Art Museum which has an experience of ten years in creating and implementing educational programs for all range of students and also for families and adults, tries to convince the schoolteachers and teachers to change the classroom environment with the museum vibe when it comes to matters of drawing, history&literature, geography, biology, mathematics, religion and many others. From this point of view was created the training program for the didactical staff, called “The non-formal education in museums” organized by “Casa Corpului Didactic Bucure§ti” in collaboration with Romania’s National Art Museum, accredited by “Ministerul Educatiei, Cercetärii, Tineretului §i Sportului Romania”. The designation of this program is to turn the museum into an educational resource and to encourage the teaching staff to combine traditional teaching and learning methods with the non-formal ones, in creating a new approach of interactive interdiscipline. The success consist in the fact that none of the lessons have something to do with the other ones, thereby with the repetition of the same idea but said with different words, and the course schedule created in such a way that it appeals attractive to the students. The structure of the program which appeared in 2009, has included courses of museological education theory, art history, educational games and also practical activities hosted by the museum. The practical part is extremely important and has the role of illustrating the discussed themes and to help the teaching staff familiarize with the museum as a new educational environment. The educational notions and teaching techniques, along with art morphological elements, are being applied to the museum’s patrimony and it can be adapted to any other museum. As main goals achieved during this process, we must take into account the practice of didactical transdisciplinary skills, the capitalization of a new environment for students, the familiarization of didactical staff with the concept of museological education, including the basic methods used by the institution and also the assimilation of innovating techniques which are dealing with special games. The necessity of creating such a program has developed due to the present teaching changes based on transdiscipline and interactivity. The increasing interest of students and families for museological education, simultaneously with the evolution of the modern concepts, contributes to the necessity of training specialized didactical staff able to give students another educational alternative, as a completion of the curriculum and of the lessons taken place at the school headquarters. Coming back at the concept of non-formal education, there must be stipulated that this particular type has got an interdisciplinary tackle, with the existence of the ludical aspect. It’s usage in museums must not be reckon as only ludical museological education, but also as being 124
