1 Language Institute Foreign Language Center (UNITED STATES)
2 Institute of Art Education and Cultural Studies (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 792-797
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0259
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The article considers an experimental model of socio-cultural environment that connects schools and museums in one educational space. The model developed in Russian education when many Russian schools developed experimental educational programs in association with cultural institutions such as museums of different types. The model implies interconnections between schools and museums on the constant basis. The experiment as a new educational strategy appeared as a reaction to transformation that is happening in various socio-cultural institutions, including museums and schools.

Although museums offer the plethora of educational programs of different formats, from traditional to innovative, these programs do not satisfy the need for new educational approaches. Schools, from their side, provide studying visual arts, music, and the World Artistic History. However, the school system does not take into account a special intangible process, the process of acquiring socio-cultural environment of a region as the whole environment of constant education and students’ cultural advancement. This environment is inherited and could be understood through a special educational program that embraces all possible agents of cultural diversity of a certain place. The program must not be restrained only by activities inside a school place, but needs to be expanded into the entire living cultural space of a city. In such paradigm, a museum plays an important role of a liaison between the structured and rigid school system and endless possibilities of exploring the world outside of school. Taking into account educational and psychological traits of modern generation, their mobility and social media involvement, this program could be adjusted to modern life requirements.

The article considers programs that were created in 2015-2019 based on the experimental interconnection between museums and schools. Based on the research experience and findings, the most current form of such advancement in education was defined as the “special socio-cultural school environment”. Authors define main issues appearing in the process of working on the environment connected to the school education. Examples of the socio-cultural environment developed in several Russian schools are provided.
Modern museum program, socio-cultural environment, school education, museum pedagogy, school and museum collaboration.