# data[].attributes.body
I am from beautiful Greece.
I am a teacher of Greek language and literature.  I work in a secondary school in Kiato of Korinthia. There is an  ancient theatre at Kiato and the ancient town of korinthos about 15 kilometres from Kiato https://www.youtube.com/watch?v=BWCyQit7joY

# data[].attributes.body
1.1 What is a museum?

# data[].attributes.attachment_link.title
The Role of Museums in Today’s Societies

# data[].attributes.body
Organising field trips to museums or other places can be a highly rewarding experience. Field trips can stimulate the senses, bring curriculum concepts to life, and inspire new questions from students. However, for us teachers, they can also be very stressful experiences. Good organisation is essential (as with most things a teacher does), and you’ll want to think carefully about the organisational and pedagogical challenges and opportunities offered by your choice of museum.

There are usually three main parts to planning a field trip: pre-field trip activitiescompleted in the classroom, field trip activities at the museum, and post-field trip activities conducted back in the classroom.

# data[].attributes.body
Activity before a museum visit

# data[].attributes.attachment_link.authors[].name
ΜΑΡΙΑ ΠΑΠΑΔΟΠΟΥΛΟΥ

# data[].attributes.attachment_link.title
THE FEMALE CLOTHING IN MINOAN CRETE by ΜΑΡΙΑ ΠΑΠΑΔΟΠΟΥΛΟΥ

# data[].attributes.attachment_link.description
TOUCH this image to discover its story. Image tagging powered by ThingLink

# data[].attributes.headline
Module 3: Museum Projects3.3 Museum take-over days and other projects

# data[].attributes.subject
Module 3: Museum Projects3.3 Museum take-over days and other projects

# data[].attributes.body
museum-based projects

Mystery in the Museum

Book Making

Catalonia Schools Tandem Project

# data[].attributes.attachment_link.description
Come enjoy an overnight expedition at the Penn Museum select Fridays all year long. Explore the worlds of the ancient Maya, Egyptians, Greeks and Romans by flashlight and complete a continent-spanning scavenger hunt before catching 40 winks at the feet of the world's third largest granite sphinx.

# data[].attributes.headline
Module 3: Museum Projects3.4 Peer-review activity

# data[].attributes.subject
Module 3: Museum Projects3.4 Peer-review activity

# data[].attributes.body
My lesson plan...

# data[].attributes.attachment_link.description
Students in the last grade of the Gymnasium study the ancient tragedy according to the curriculum. They only teach Euripides' "Helen". After learning the basic knowledge of the ancient tragedy, they extend the curriculum by studying other tragedies of Euripides. This project is divided into three parts.

# data[].attributes.body
3.1 Twitter Chat

Twitter Chat
Some of the questions we will be discussing on Twitter:

1. How would you define inquiry-based instruction?

2. Where does inquiry fit in a teacher’s teaching day?

3. What are some of the academic benefits of using inquiry discussions in class?

4. How can training in the inquiry method help today’s young people?

5. How can museums and schools collaborate in using inquiry-based teaching and learning?

# data[].attributes.body
3. post-field trip activities
The visit follow-up is an essential part of any museum visit and should not be neglected, as it is a key opportunity to turn students’ experiences into longer-term engagement in the classroom. Part of the follow-up is also an evaluation, from an organisational perspective as well as from a learning perspective. For some inspiration, take a look at the video below showing a “museum school” which uses student-created museum exhibits as its main form of assessment strategy. As you watch the video, think about how you could create evaluation and assessment approaches in line with the spirit of the museum visit.
Create a scientific poster,  design a museum exhibition, Create pc games with pictures from the items they saw in the museum, create web page/blog, Write a journal entry about the experience, write a narrative, fantastic story, post-card

# data[].attributes.body
1. Pre-field trip activities completed in the classroom
learning goals of the museum visit, a research question, museum etiquette,  web videos about museums, a museum map, Brainstorming activity,  observation sheet, small research tasks, class debate, WebQuest about some of the museum exhibits, choose the main important points, according to the curriculum, Kahoot quiz

# data[].attributes.headline
Module 3: Museum Projects3.3 Museum take-over days and other projects

# data[].attributes.subject
Module 3: Museum Projects3.3 Museum take-over days and other projects

# data[].attributes.body
In Module 1 we looked at the concept of interactivity in museums and how museums increasingly use interactive exhibits to facilitate the knowledge construction of students. Of course, there are many museums which still mostly feature traditional exhibits, displaying their artefacts with some text-based description.
To address this, you can use the straightforward activity we did in Module 1, where students identify how to turn a static exhibit into an interactive exhibit. Or you can make use of museum-based projects like “take-over days”, which allow students to learn using constructionist principles, even if the museum mostly follows a traditional approach in its displays. Take-over days are projects where students run the whole or parts of a museum, thereby experiencing the museums’ collection in an active manner. Take a look at this example from the UK:

# data[].attributes.attachment_link.description
Have you considered creating video content to document, celebrate, and promote your projects? Check out our other work. 
kingstreetimages.com/
Please feel free to contact us for a chat. 
mat@kingstreetimages.com / 07956579548

Pupils from The Broxbourne School were selected to take part in a very special mission - running Lowewood Museum for the day as part of national Takeover Day. The KS3 pupils organised object handling and guided tours of the collections, as well as marketing and educational activities. Takeover Day at Lowewood Museum was a great success, under the guidance of Audience Development Officer Francesca Pellegrino and Museum Officer Carly Hearn.

Kingstreetimages specialises in films for the arts, heritage, and cultural sectors.

Our films are created to encourage and celebrate:  Community engagement in arts, heritage, and culture.

Community Engagement Arts Heritage Culture:
https://kingstreetimages.com/Community Engagement

For business enquiries
https://kingstreetimages.com/Business Enquires

Have you seen The boy and the Boat ?
https://www.youtube.com/edit?o=U&video_id=wCK52BIRRxw

Please like this film and share it


Let's Connect
Kingstreetimages Website
https://kingstreetimages.com/
Kingstreetimages twitter
https://twitter.com/kingstreetimage
Kingstreetimages Facebook
https://www.facebook.com/KingStreetimages
Kingstreetimages LinkedIn
https://www.linkedin.com/in/m%C3%A4t-king-06b35a9b/
Kingstreetimages Instagram
https://www.instagram.com/kingstreetimages/

If you like what you see please like and share.

# data[].attributes.body
1.2 Museums as community centres

# data[].attributes.attachment_link.title
Opening up the Museum: Nina Simon @ TEDxSantaCruz

# data[].attributes.body
2. field trip activities
relate to particular categories, themes, etc., a description of a specific exhibit, Collect evidence to test a hypothesis, Record field trip observations by taking photos or short video clips, draw, write, speak, read , listen, compare, describe,  recreate exhibits through careful sketches, Write the letter, essay, a quiz in a app, become reporters and "interview" one of the exhibits, create a story related to the period, Compare two seemingly unrelevant works, Create a choreography by using the poses that have the sculpures, Enliven a statue ang give it voice, worksheets,  playing a game "search and find" having certain information and clues about certain exhibits, explorer,  the statues discuss

# data[].attributes.headline
Module 3:  3.2 Classroom collaboration projects with museums

# data[].attributes.subject
Module 3:  3.2 Classroom collaboration projects with museums

# data[].attributes.body
They are projects with individual students pretending that they are certain artefacts and writing biographical sketches, or journalists and interviewing either the artefacts themselves or individuals who might have used them; with students participating in trials about historical events in which they introduce specific artefacts present within the museum as pieces of evidence; with students developing their own ways of communicating the meanings of specific artefacts and exhibitions; with students seriously considering the essence of the artefacts, thinking critically about the ways in which the artefacts could be incorporated into engaging activities, and then actually using the artefacts for practical purposes; with students seeing the artefacts while viewing them, or hearing their message while listening to them; with students developing personal connections to various exhibits through predetermined objectives.

For more information, see Museums speak louder than words (2016-2017) - rewarded with national and European eTwinning Quality Labels.

Let's go to a museum! (started on 24 September 2017)

Museum & learning (started on 13 April 2017)

# data[].attributes.body
1.1 What is a museum?

https://www.youtube.com/watchtime_continue=1&v=cjx1F- N3YbQ

https://www.youtube.com/watch?v=PfQxeHVID1E

https://www.youtube.com/watch?v=2_y7n7OGslg

1.3 Museums as constructors of knowledge
Activity in ancient theater

# data[].attributes.attachment_link.description
A Coggle Diagram about I teach ancient tragogy in my school. There is an ancient theater near our school, ancient theater of Sikyon arxaia-sikuona (https://korinthiaguide.com/sights/) Some students choose a part of tragogy "Helen" Eyripides and play a role and the others watch, like the citizens in ancient Greece.

# data[].attributes.body
2.4 Virtual museum visits
If you want to “visit” a museum virtually, there are three main formats available:

1. Browse through a digitised museum catalogue such as the one shown here:

2. Wander through a museum via a 360-degree photo tour, like this one.

3. Immerse yourselves in 360-degree virtual reality video, such as the following. (Note that you do not need virtual reality glasses for these videos, as you can use your mouse to move the video around. Of course, the experience is far more immersive using virtual reality glasses.)

For some more examples, see here:

Smithsonian National Museum of Natural History (the USA)

London Natural History Museum (Great Britain)

Google Arts & Culture webpage

Check out the Artsteps tool for an example of a tool that allows you to create your own virtual gallery fairly easily.

# data[].attributes.attachment_link.description
http://itunes.apple.com/us/app/uvam/id478915134?mt=8

Experience highlights from the University of Virginia Art Museum with interactive 3D visualizations of ceramics and sculpture from the Ancient Mediterranean, South Asia, Africa, and Ancient Americas. Each object in this catalog can be rotated and enlarged using simple touch gestures. A detailed description written by UVaM curators accompanies each piece and chronicles its history and cultural context. 

We are very excited about this step in distance learning and look forward to hearing your feedback.