The Museum As An Activity Outside The Classroom In Heritage Education

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The museum as an activity outside the classroom in heritage education

We have focused on the outputs to the museum as an activity outside the classroom in heritage education to suggest as an emotional development enhancer. We have established that through heritage we can evoke emotions and take advantage of them to promote the full development of students. That is why we think of the museum as a necessary resource that must be included in didactic planning in heritage education. The Museum, according to the International Council of Museums (ICOM) is a permanent, non -profit institution, and that is always at the service of society and its development. This is open to the public, acquires, conserves, investigates, communicates and exhibits, for the purpose of study, education and delight. We show that this meets the necessary requirements to achieve the objectives set in heritage education. Through visits to the museum we can transmit emotions to students that allow them to raise awareness with their environment and acquire a necessary social identity for a communion in harmony. In this section we want to talk about the perception that experts have about the museum and how should be considered within the planning of heritage education.

In the first place we must highlight that the museum is an entity that communicates and unites society with its past, with its origin. That is why the museum should be considered as a high efficiency tool for teachers in heritage education. There are many experts who study the characteristics of museums and point out their virtues and advantages to take advantage to complement knowledge and learning. Authors such as Carmen Serrano Moral, in her study on kilometer 0 of the Didactics of Museums. The study of visitors (2014) tell us about aspects to take advantage of museums. We think it is very important that teachers establish a relationship of cooperation and mutual benefit with the museum institution for the use of their faculties. The experts who are responsible for the study of museums and that their functions are fulfilled are infallible allies in the inclusion of museums in our educational agenda. The need for these is for the museum to adequately convey its content and that it has the impact thought. Moral establishes that “the museum is a communicating agent throughout its set. But for there to be communication, we have to gather a series of unavoidable elements: the issuer and the receiver (the two active agents in the process), the medium (in which the communicative process is developed), a message and a code common to the issuer and receiver. The choice of adequate code is decisive. Only if there is a common code may exist a communication. The functions of the museum are communicative-educational ”(2014, pg. 99). We can also find writings such as university museums in Spain: towards greater visualization and dissemination (2018), by author María Teresa Marín Torres, where we can reflect on the news of university museums in Spain in Spain. In this article, the progress of museums in Spain is mentioned and a comparison is established with the function of museums abroad and the great work that entails by the entities involved. Heritage managers are responsible for communicating with teachers and thus better understand students’ needs before a visit. This type of relationship would foster teamwork not only of local museums in a city, but also those of a region and the entire world. As the author Marín (2018) tells us, “the sharing of museological practices and heritage management can help a better projection. Sharing resources and networking, after the creation of a network of Spanish university museums, would allow a greater benefit, such as the organization of traveling exhibitions or the creation of digital networks of university collections ”(2018, pg. 105). And that is why we insist on the need to carry out a mutual benefit relationship between teachers and heritage managers; In this case, the museum. Because the spaces where we can reach such knowledge level are not so many and it is necessary that there are those who are.

That is why the school has as a mission to provide meaningful learning spaces. Authors such as Andrés Almansa and Ramon Facal, who in their study on heritage, environment and identification processes in primary education talk about the ideas that arise in the collective about the heritage content and how the school must provide space for the space for the development of the cognitive and emotional competences of students. In his essay, Almansa and Facal (2015) they tell us that ‘it must be the task of the school to make the public, the social as a collective interest. Because without a doubt that mathematical or reader competences are no longer a necessity, but an inalienable right, as should be the acquisition of political or social competences to be able to be full citizens and only producers adapted to a changing labor market and of passive consumers ”(2015, pg. 17). This is why we insist that at school the practices of this type are encouraged, where the necessary competences are being developed through the study of heritage. In this work we focus on the museum as a field departure, or part of the didactic itinerary of heritage education, since it is one of the most profitable activities for the emotional development of students; Through the museum we can train a citizen of good and benefit for society. As the researcher Natividad Arias Contreras states, who in her study is Beauty, you are Beauty! (2017), she tells us about the artistic heritage and the need that exists to plan strategies and methodologies that promote the learning of our environment, within our reach. The author tells us that “those images that are within our reach thanks to the conserved cultural heritage, can and should be used as didactic tools for the emotional education of the student inside and outside the classroom” (2017, pg. 216). Because the visit to the museum is only part of the activity. However, the museum has many benefits and is a magnificent place to begin to form social identity.

We also want to highlight the function and purpose of the museum, its advantages and needs. That is why we want to establish the function of the museum. Authors such as Maria Melgar and Danilo Donolo inquire about how to enforce this purpose and be able to take advantage of the visit to the museum. In their work to get out of the classroom … learn from other contexts: natural heritage, museums and internet, Melgar and Donol. 327). In other words, its functionality is essential to achieve the full development that a society seeks in its individuals. It is also important to know how the museum works and what it offers us. The museum allows the visitor to participate in an environment in which it can appreciate the content first hand and interact with it. Melgar and Donolo tell us that "Museum visits allow you to know, observing, analyzing, imagining, comparing, playing and using our senses" (2011, pg. 327). These are the advantages that we must take advantage of the museum, the level of interaction that it offers is its own for the full development of students and the thought that attaches to their environment. Patrimonial education must recognize visits to the museum as essential in its didactic planning. Seeing their advantages we can suggest as a fundamental need for the educational training curriculum, and we must emphasize the importance of your organization. The visit to the museum is an activity that begins in the classroom, crosses its development outside it, and returns for its final evaluation to the starting place. Teachers must associate with heritage managers and make a significant learning experience.

We have focused our research on suggest. Today’s students need to learn in a real context, must be continuously exposed to their environment and be able to empathize with the same. It is the museum where we can allow this to happen, this is one of its main functionalities. Authors such as Carlos Fuertes Muñoz, in their work on emotions, orality and didactic itineraries (2016) talks about the need to train and motivate the future teachers especially in the usefulness of emotional education and talk about how these are of great benefit for the learning of your students as it contributes a space of critical thinking and links them with their environment. The expert talks about the activities outside the classroom and affirms that "the so -called" field exits "and the" didactic itineraries "occupy in the history of education a prominent place among the teaching strategies promoted by the most innovative and critical pedagogical movements" (2016, pg. 57). The reason why it is our goal to transmit to teachers the need to include these outputs in their didactic agenda, to promote skills that are essential in future leaders of our society. It is also very important to mention that the students’ response is very positive in the face of this type of experience; They consider them innovative and appreciate their interactivity.

We want to emphasize the innovative aspect offered by the museum due to its high level of interactivity. We need to point out the interactivity with the content offered to students through museum visits. Patrimonial education has been labeled of a traditionalist nature and there are many authors who believe that it should be innovated in the field to obtain an improvement response from students. Authors such as Mercedes de la Calle Carrecedo (2015), who participates in the work on a teaching of social sciences for the future, shares her thinking in her essay: innovative tendencies in the teaching of social sciences. In this work, Carrecedo talks about making the invisible (2015) visible and he calls us to enrich innovation to enrich the way in which teachers transmits patrimonial education. Carrecedo transmits us that “innovation understood as part of the professional teaching practice implies rethinking what we teach, how we teach it and what we teach it” (2015, pg. 67). So in this study we call the teachers to innovate in their pedagogical practices and dare to innovate. As we have highlighted before, the museum offers a degree of interactivity that was not possible before, and this attracts students and improves learning. The author also states that ‘curricular innovation can affect all aspects of the curriculum, to talk about innovation is to raise the changes that are systematically addressed in the contents taught, the methods that are used, and the didactic resources that are employ ”(2015, pg. 77). And this is the ones that we must look for in heritage education; an entirely innovative perspective in which the contents promote the full development of students. Through visits to the museum we provide a degree of interactivity that is innovative and effective for students.

They are not only innovative experiences, but they are also experiences that enhance students’ learning in heritage education. Research affirms that through didactic itineraries that develop emotional intelligence and values ​​education, students manage to achieve full development that is so necessary for social welfare. Authors such as Carlos Fuertes Muñoz (2016) also highlights the classroom exits for its innovative character and critical perspective offered to students. In his study on emotion, orality, and didactic itineraries: a case study in the degree in Childhood Education Master, the author reflects on the educational potential that exists in didactic itineraries and in the classroom exits. In his work the expert tells us about how to face current needs to achieve meaningful learning, and for this he suggests the classroom exits, such as visits to the museum. In his article, the author affirms that “the exits to the environment allow us to approach social and natural reality in a non -exclusively theoretical or mediated way but direct and experiential, with the advantages that this means when generating significant learning and also of foster the value of the environment and heritage (2016, pg. 52). That is why we have decided to go to the museum, for the value we can find in its content and for the direct connection it establishes with its visitors. In his study on the bases for a didactic museography in art museums, Santacana (2006) highlights that “only in art museums the visitor can be in front of objects or pieces lacking intermediation elements” (pg. 130). And it is that in museums we can find the sense of belonging and identity with just coming into contact with its content. Interactivity turns out to be the most influential element in this experience. Students, when visiting a museum, needs not only to see what it offers, but also to interact with it and feel linked. The way in which the museum interacts with its visitors depends on the purpose of it; For example, Santacana emphasizes that “in history museums the scenographic resource has been constant since the early twentieth century; While, in science or technology museums, the most used resource has been interactivity ”(2006, pg. 130). However, the museum must fulfill its communicating function and transmitter of heritage. They are the managers of heritage, teachers and students who must ensure that these functions are carried out.

Regarding the purpose of the museum, Santacana tells us about this communicating function of museums and how to achieve this level of interaction with visitors; The author tells us that in the field of museography we refer to a way of presenting the heritage that requires the active participation of the visitor and that goes from the necessary mental interactivity to manual actions. Interactivity in museography can be developed on classic supports such as a poster with text or graphics messages, but, normally, it is manifested by using didactic intermediation elements called interactive modules ”(2006, pg. 130). This is why we insist on the joint work that museums need to fulfill their function. It is only through citizen cooperation that museology has been able to notice in education and therefore in the different fields of research. There are currently several types of museums and everyone has a message to broadcast and a different way of transmitting it. This is why society has managed to be a vital part of their surroundings; Because the present demands it. The museums are currently a fundamental part of the teaching agenda of teachers and these are responsible for finding the best way to transmit their message according to the needs of their audience. Museology researchers focus on developing strategies and finding a way to better adapt to their environment. Authors such as Pablo Domínguez, in their work on pedagogical museums as didactic spaces to disseminate and interpret the educational historical heritage in difficult times: approach and notes for the future, they talk about how the museum can fulfill its function in heritage education. Domínguez tells us that “the contemporary pedagogical museum has been consolidated as an important cultural institution of an educational nature, sufficiently recognized for its ability to act as a teaching and researcher resource in the field of the history of education, and to become a transformative agent and dynamizer of the cultural and educational environment, promoting intergenerational meetings with the memory and school of yesterday as undisputed protagonists ”(2014, pg. 93). In the same job, this author tells us something that we must remember and always be in mind. Domínguez says that "currently, we can say that these museums are what they are, thanks mainly to what they are capable of doing with the public using the heritage objects that each of them houses" (2014, pg. 93). This is something that we must raise awareness in teachers, the arduous work of the museum, the role it meets in education and its needs. In this way the museum can aim to achieve its purpose and make its content a significant learning experience. This with the desire to convey to the citizenship a sense of heritage and its importance. The author Domínguez suggests that “the teaching and learning objectives will revolve around these relationships: property, identity, belonging, sociocultural and emotional values” (2014, pg. 96). 

That is why we consider visits to the museum as an activity of great contribution to education and we emphasize in its innovative character. However, we must notice the importance that exists behind the planning of this activity and the weight that the adaptation of it entails to the needs of its environment. 

Free The Museum As An Activity Outside The Classroom In Heritage Education Essay Sample

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