Marisia - Maros Megyei Múzeum Évkönyve 31/2. (2011)
Museum Pedagogy
Monica DUMITRU To sum up, all museums from Romania should focus their attention upon expanding the connection with the public and giving more importance to the concept of “entertainment” among the museum. For this reason, the PR in museums from Romania could create an emotional bounding with the public, which, in time, to be turned into an efficient communication. The relationship between this two must work from both perspectives, be cheerful, dynamical, and to be applied the concept of “vice versa”. To fulfill such a thing, museums from abroad are putting into practice this method from a long time ago, through meseological specialized teaching staff, who is constantly testing the public’s interest, divided by group ages, professions, ethnies, in terms of the educational-cultural idea promoted by the museum, so that, it can be taken into account a large number of parameters and stipulations of time, interest, preferences, groups, work schedules, free time and others. Along with the museologists and the teaching staff, there is a whole new range of specialists forming at the museum from Romania, where the department of education is being more and more revised. The task for this specialists is far by easy, but, if they manage to understand and assimilate with devotement the role of educator, and specializes on this fields (including taking pedagogical and psychological courses), will definitely succeed in becoming closer and closer with children and youngsters. The Romanian museums must learn how to host the new generation, by following the occidental pattern, mostly that from the US and Canada where the museums have turned into a encountering and spending time environment for families with children of all ages, but also for teenagers and old people, where the museum’s educator (who is part of the exhibition organizatorical team) is being questioned and consulted with every issue regarding the institution. This is why, such museums have the possibility to produce enough income to ensure their existence and development and to compete for people’s attention with the other forms of entertainment. By taking all of the above into consideration, it is a must for Romanian museum’s PR education to have such a department and it should be a belonging desideratum for each and every cultural managers who produces museological institutions, dealing with certain fields such as: art, history, arts and natural sciences. This museums should be active partners for the teaching system of each level offering the possibility of experimentingand developing study of each area, but also stimulating the community’s approval in becoming an active part of their life. REFERENCES 1. Dumitrana, M., 2011, Cum create unpuideom. Etape§i reperepsihologice in dezvoltarea copilului, Ed. Compania, Bucurefti. 2. Moisin, A., 2010, Arta educärii copiilor §i adolescentilor in $coalä ;/ in familie. Indrumätor pentru pärinti, educatoare, invätätori, diriginti §i profesori, Ed. Didacticä fi Pedagogicä, R.A., Bucurefti. 3. Oprif, I., 2008, Provocarea noilor muzeografii, Ed. Istros a Muzeului Bräilei, Bräila. 4. Oprif, I., 2001, Managementul colectiilor muzeale, Ed. Centrul pentru Formare, Educatie Permanenta fi Managementul in Cultura, Bucurefti. 5. Pungä, D., Simion, V., 1998, Pedagógia Muzealä din Romania, íntre deziderate fi impliniri, Revista Muzeelor, 1: 7. 6. *** 2010, Manual de management muzeal §i educatie muzealä, Asociatia Muzeelor din Olanda, Editura Color Data, Amsterdam. 7. *** 2010, Marketingül /г educatia in muzee, Complexui National Muzeal ASTRA, Ed. ASTRA Museum, Sibiu. 126
