Marisia - Maros Megyei Múzeum Évkönyve 31/2. (2011)
Museum Pedagogy
The museums — specialized environments re^ardin^ the teaching system a form of didactic which tends to focus on active teaching methods, with an equal to equal approach. Another aspect which requires maximum attention is the one dealing with the fact that the museum teaching staff, through it’s mission, becomes a model for those involved and for that, it is recommended a serious and decent attitude towards situations that imply a straightforward or roundabout dialogation with the public, especially with the young one, who is the most vulnerable when it comes to the power of example (positive or negative). Evan though the museological education is being focused at the moment on youngsters, it is primordial to create activities for adults and old people, that increases a wide range of competences. This is being perceived as a huge challenge for specialists because it is extremely difficult to catch and maintain this sort of audience attention, especially when it comes to turn it into a loyal one. The public-private partnership seems to be very beneficial, because it facilitates the development of the museological education and it’s usage among non-formal criteria. Thus, the involvement of such associations must reach the local communities, mostly the rural areas, where the existence of non-formal ways of teaching could help students improve their competences and abilities, taking also into consideration that there are fewer museums in here, that in a town, for instance. The private area of education give credit to the non-formal held, in which companies are willing to invest, mainly for publicity. Another viable and practical example, this time among associations, could be the “Lut Ars” 2010 project, initiated by “Caspar, Baltasar & Melchior” association, guided by the marriedartists couple, Adriana and Virgil Scripcariu, who were involved in a series of research actions, which have as a main purpose the inclusion of the patrimony into children’s interests. As part of the project and with the support of “Administratia Fondului Cultural National” was printed a brochure meant to sum up a few ONGs experiences in the last years. Volunteering at museums should definitely be encouraged, duet о the fact that it represents a valuable source of education and an efficient method of recruiting future specialists in collecting, studying and promoting the museum’s patrimony. This could be a national level achievement, on the long or short term, through which it could be created a path to accessing european founds for various projects dedicated to students interested in volunteering at the museum, considering that, 2011 is the “European Volunteering Year”. By training volunteer students interested in culture and museum’s patrimony as specialists, it could be assured the necessary number of specialized staff for this particular institution (which is facing at the moment an issue regarding the lack of competent museologits and researchers) able to take over the activities concerning Romania’s museum cultural patrimony. For students, such an effort may appeal as attractive, taking into consideration that volunteering at a museum while academical education, gives them the opportunity to specialize in different research areas and even maybe, consider this environment as a possible future job. Facing the lack of staff, the museums should do their best in order to highly motivate those involved in voluteering, to let themselves be trained in such a way that, in the future, to follow a museological career. Therefore, the volunteers training and management becomes a priority. Those who participate at the museum’s activities as volunteers, should benefit of logistic support, free access to the library and the data, where possible and also to get involved in the projects hosted by this institution. In the process of their motivation, it must be taken into account the opportunities regarding the collaboration with various cultural personalities and ways of including their contribution into the projects. Also, by offering the participants, at the end of their trial as volunteers, a certificate, could stimulate and rush their official enrolment as actual volunteers, especially if their internship would be recognized as specialty practice. 125
