Leiden Museum Challenges has been reported on as ‘good practice’ example of Museum Pedagogy in the Ukraine in the “DISSERTATION THEORY AND PRACTICE OF PEDAGOGICAL ACTIVITY OF MUSEUMS IN MODERN EDUCATIONAL SPACE OF UKRAINE” by Aleksiy Karamanov.
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“The analyzed thematic areas, in our opinion, are the most appropriate design and organize in conjunction with modern multimedia and interactive technologies, museum-pedagogical programs, cycles classes on a variety of topics represented in the museum. In particular, these museum areas can be successful in their relationship used in the preparation of virtual tours and excursions, museum online travel, as well as a kind of “contact zones” for study features of interaction of different cultures [589].”
Noot 589589. Contact zone / Museum Challenge. Science debating for secondary school
students in museums. [Електронний ресурс]. – Режим доступу
Also see: Museum Pedagogy in the Classroom (cuny.edu) and Museum pedagogy – Teachers on Teaching (cuny.edu) and ‘How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment’? on the relationaship between schools and museums.
What is the definition of Museum Pedagogy, according to you?
Museum pedagogy is an interdisciplinary field of knowledge that allows us to create and implement a wide variety of projects in education, integrating them with culture and art. In general, the interpretation of museum pedagogy in the process of analyzing modern educational paradigms and scientific knowledge can be carried out in at least five different contexts:
· firstly, as a significant practical component of museum communication, which allows organizing and building new connections in the visitors’ interaction system with the materials of the exposition in the museum space
· secondly, as modern educational and pedagogical techniques that provide a strategy and tactics of effective communication with visitors of different ages, it determines the optimal innovative learning strategies;
· thirdly, as an essential component of the new educational space – a combination of an accessible educational environment and modern information and communication means, which is characterized by creative design, barrier-freeness, and versatility;
· fourthly, as a powerful official, deviations from the stereotyped and programmed knowledge that block creative thinking, inhibit the cognitive processes of personality development, lead to the formation of consumer ideology;
Thus, museum pedagogy can be recognized as a model of mutual multilateral communication of an educational institution and a person of appropriate age with the museum space to socialize and develop creative abilities; synthesis of various scientific-educational concepts and pedagogical technologies aimed at updating the past, creatively comprehending the values of our time and projecting personal development in the future.
What made you interested in the field of Museum Pedagogy?
In the field of museum pedagogy, I was interested in both its theoretical component (analysis of various views, theories, concepts, approaches) and practical (the possibility of free choice of communication strategies in the museum space and experiments with different didactic methods of pedagogical interaction).
Also extremely interesting for me are the problems of delimiting the thematic zones of the museum space and developing modern museum-pedagogical programs, which I recall in my dissertation. Besides, research in museum didactics, interpretation of museum pedagogy in STEM // STEAM education, SMART education, education, organization of VR / AR space, and science education are of particular interest in modern conditions.
How many researchers in Ukraine or elsewhere are actively working within this field of study?
There are not very many researchers in this area in Ukraine. In the overwhelming majority, they study museum communication problems, teacher training employing museum pedagogy, universities don’t specially train museum teachers. Still, tangential movement occurs at the Kyiv University of Culture and Arts, the Kharkiv Academy of Culture, the Eastern University, etc. The most approximate specialization (taking into account the educational context of the activities of museums) is prepared by our Pedagogical Professional College of the Ivan Franko National University of Lviv (specialty “Museology, Monument Studies”). As a co-author of the educational program, I can attest to the student’s interest in this specialty. At the moment, we offer students several special courses with elements of museum pedagogy – in fact, the course “Museum Pedagogy”, as well as “Museum Tourism”, “Museum Communications in Education and Culture”, “Modern Museum and Pedagogical Programs and Projects”, “Modern museum and pedagogical technologies “, etc. We pay great attention to practical exercises at the exposition, as far as modern opportunities allow in a pandemic.
A significant number of specialists in this fieldwork in Russia (many vital centers for the development of museum pedagogy function there, the development of museum pedagogical programs are supported at the state level), serious research is also being carried out in Poland Belarus.
Which museums are there in Lviv?
There are over 40 museums in L’viv. It is not for nothing that our city is called the “city-museum.” Architectural monuments and archaeological finds, museums and galleries, theaters and concert halls, national traditions and rituals, business activity, and convenient communication routes – all this presents L’viv as a city of tourism. A city with unique monuments, located in a region of rare ecologically clean natural and climatic conditions, no wonder claims to acquire a tourist center of world importance.
L’viv’s key trump cards are 366 historical monuments under the protection and protection of UNESCO, more than 750 years of history, rich in events and outstanding people, as well as the hospitality of residents. At the same time, L’viv is an example of a unique combination of a whole set of different features, the only large museum of historical and cultural monuments, many of which are known far beyond the borders of Ukraine.
Do school children and students visit the museums as part of their curriculum activities? If so, which kind of activities?
Students and schoolchildren in Ukraine do not visit museums as often as part of their curriculum. As a rule, such classes are devoted to studying particular topics and are of a one-time nature, although there is a tendency to develop museum pedagogical programs. In some schools, such work has been put at the appropriate level – there are special programs, and appropriate measures are being developed. In particular, in 2007-2012. I was a scientific consultant for the L’viv project “School and Museum: Working Together”, which united five museums and five primary schools, coordinated a program of interaction, supplementing various school subjects (history, literature, art, artistic culture, music) with a museum component. We have designed proposals for cooperation between schools and museums for students in grades 5-8, which had a significant resonance in Ukraine. Now the primary attention is paid to the development of museum-pedagogical programs, taking into account the virtual educational space.
Do Museum Educators and teachers work together in a network?
Unfortunately, museum educators and teachers rarely work online, occasionally, although recently there has been a certain positive dynamic due to the pandemic’s spread. Now it may look something like this: teachers (lecturers) give an assignment – pupils (students) work through the sites of museums on relevant topics – prepare appropriate presentations using the materials of the exposition – conduct online presentations of their projects, which can be both individual and group. The design of such tasks presupposes a combination of the ideas of a teacher and a museum educator, who must jointly think over the methodological aspects of working at the exposition for students of different ages and draw on appropriate educational and museum materials. The result is obvious – this is an increased motivation for learning, actualizing the past, and knowledge of one’s history, culture, etc.
Would they be interested in forming some kind of network and work with us online?
We are interested in creating a network and cooperation with you on the Internet, including at the Laboratory of Museum Pedagogy, Faculty of Pedagogical Education, Pedagogical Professional College of Ivan Franko Lviv National University, as well as flagship schools with which we work closely.
Also see these publications by Mr A. Karamanov, National University of L’viv, Ukraine:
http://man.gov.ua/files/49/Theory_and_practice_of_science_education.pdf
http://pedagogicaljournal.luguniv.edu.ua/archive/2012/N3/article/1/english.htm
http://pedagogicaljournal.luguniv.edu.ua/archive/2013/N4/articles/6/english.htm
https://epale.ec.europa.eu/sites/default/files/zeszyty_artystyczne_34.pdf
http://muzeologia.sk/index_htm_files/mkd_2_20.pdf