SECTION 12

Cross the Boundaries
of the Museum


Case Studies

Ana Tirado-de la Chica

University of Jaén, Faculty of Humanities and Science Education, Jaén, Spain

 

A Card Game about Museums and Cultural Management:
TAG MUSEUM®    

This work explains the card game called TAG MUSEUM®, that is about museums and cultural management and for young people from 16 years old and older. It is the result of a transfer knowledge project at the University of Jaén (Spain). It was reviwed by ICOFOM of ICOM and got a very positive opinion. It is already on sale on internet and edited bilingual in Spanish and English. This work is focus on the contents and uses of the game that enable to making transversal meaning and to think in museums globally. TAG MUSEUM® has a total of 124 cards and four games that comprises different areas and services of museums: archetype, functions, management, services, spaces, products and public. Conclusions contribute with some critical observations about how serious games enable to motivation, autonomy and making meaning.

What a museum is is one of the main questions that scholars and international experts are currently discussing (Mairesse, 2017). This debate began in 2015, when UNESCO published Recommendations on the protection and promotion of museums and collections, their diversity and their role in society (UNESCO, 2015). It agrees with four primary functions of museums, as follows: to preserve, investigate, communicate and educate. In addition, it highlights the important role that museums play in society, according to four main issues: globalisation, museum relations with the economy and quality of life, social function and museums, and ICTs.

In 2016, ICOM began the important task of redefining what the museum means in the 21st century. This work is ongoing. Its international committee, ICOFOM, which is specialised in Museology, initiated a democratic, transparent and participatory process. It created an open consultation through an online survey to collect a wide range of opinions (Brulon, Brown and Nazor, 2018). In September 2019, ICOFOM presented a final synthesis of opinions and proposals for deliberation at the 25th ICOM General Conference in Kyoto. There was an intense and thoughtful debate, but museums involve complexities and variations, and defining what a musuem is in the 21st century still requires more work.

Read more in the attached paper...

Beáta Husová & Martina Pavlikánová

Múzeum mesta Bratislavy, Slovakia

 

Stop Boredom – Museum Online

Atelier Museum has a future, felt the effects of the COVID-19 pandemic by suspending the unique one forms of education in the museum. For this reason, the studio moved it's activities to the virtual space. We have created a virtual educational and playful space for children, their parents, and teachers. Successful cycle "How our parents played" ... was replaced with the event Stop boredom – museum online in the series "Stories from the Museum." From March to June, we entered homes every Friday with a new story of toys from the museum depository and a video tutorial on how to make their own paper toys. We played together and showed how our parents and grandparents played. The project aimed to promote intergenerational dialogue between children, parents, and old parents through games and toys. We focused on creative activities inspired by historical toys.

In general, a museum conserves natural landscape features, objects created in economic activities, and also all tangible and intangible cultural manifestations originating in a certain environment and effects resulting from the historical process and generational change. Their most important resource is a collection object. Each item in a museum‘s collection is unique and embodies in itself important attributes of its time and also stories. It even has its spirits that connect the past and the present.

The Bratislava City Museum and its Importance for Bratislava, the Capital of Slovakia, and for Slovakia

The Bratislava City Museum (BCM, 1868) is an institution with a high credibility. Without interruption for more than 150 years it has held the future in its mind and is the oldest museum in the country, both in terms of when it was founded and especially in terms of its irreplaceable character and the range of thematic museums (11 in total) and activities. It conserves the history of the capital, Bratislava, which is manifested by rich collections (containing approximately 150,000 collection objects) from households of entire generations of Bratislava residents and also important offices and institutions with social, political, economic and cultural-historical roles.

Read more in the attached paper...

List of all videos:

Video 1: Teddy Bear, video Richard Pavlikán, ©MMB;

Video 2: Rubber Doll, video Richard Pavlikán, ©MMB;

Video 3: Make a doll from wooden spoon, video Richard Pavlikán, ©MMB;

Video 4: Make a teddy bear by yourself, video Richard Pavlikán, ©MMB;

Video 5: Make a sideboard by yourself, video Richard Pavlikán, ©MMB;

Video 6: Make a VB Patrol Car by yourself, video Richard Pavlikán, ©MMB;

Video 7: Video invitation Haw They Used to Play...

Ana Tirado-de la Chica & Belén Montiel-Gaitán

University of Jaén, Faculty of Humanities and Science Education, Spain

 

Supporting Online Teaching in Art Education with Museums’ Digital Tools: A Case of Study for Childhood Education        

This work is about a case of study with an example of teaching art education at a distance for Childhood Education, and making use of art museums’ digital resources. It is the result of a Master's thesis at the University of Jaén (Spain) defended in July 2020, and that had to be adapted to an online context for covid pandemic. It is focus on the pedagogical strategies adopted to introduce museums’ digital tools into the school teaching project, and discusses about the adaptation of face-to-face teaching to online contexts. Conclusions contribute with some critical observations about how to transfer pedagogical criteria and skills into distance learning: children’s autonomy, active participation and meaning-making.

This paper is about what we have learned from online teaching skills in arts in Childhood Education during the lockdown due to the Covid-19 pandemic. In Spain, it lasted around four months, from March to June 2020. This past 14 March 2020, the Spanish Government declared a state of emergency throughout the country and, consequently, all in-person activities at schools and museums were suspended (from kindergarten to university). However, teaching had to continue and had to be done remotely, but no one was ready for it: not children, nor students, teachers, nor schools, parents, nor the laws on education, etc. We faced many new challenges, developed new ways of thinking and teaching. Now, we want to contribute one of our examples in response to this crisis.

This work is the result of a Master's thesis (Montiel & Tirado, 2020), defended in July 2020 at the University of Jaén (Andalusia, Spain). Initially, our original proposal was about encouraging schools and local art museums in Jaén (Andalusia) to collaborate in order to promote common long-term learning projects. We started working on it in January 2020, when the risks regarding the Covid-19 pandemic were still unknown. Suddenly, the Covid-19 pandemic lockdown interrupted everything. It was time to look at art museums from a virtual standpoint and think what they could offer schoolchildren and teachers from a distance.

Read more in the attached paper...

© 2020 by Czech Section of INSEA

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