# data[].attributes.body
Places of self discovery.
Learn from objects without previous knowledge.
Museums are mirrors: here you discover your passions, interest...

Community center for intellectual growth.

Places where became curios about other people.

Always be opened to make a connection with education, society.

# data[].attributes.body
Access to – and participation in – culture facilitates the creation of one’s own sense of identity and belonging. It also promotes social inclusion processes and lifelong learning.

https://www.youtube.com/watch?time_continue=30&v=aIcwIH1vZ9w
Not just visit, but partecipate.

# data[].attributes.headline
1.3 Museums as constructors of knowledge

# data[].attributes.subject
1.3 Museums as constructors of knowledge

# data[].attributes.body
Museum exhibits have changed from fairly passive and static forms of media, such as text and images, to much more interactive forms of media, allowing for a more active process of knowledge creation than before.

The underlying pedagogical principles behind this shift are based on constructivist and constructionist learning theories of the educational philosophers Jean Piagetand Seymour Papert, who argue that children construct knowledge through their interaction with the outside world. In many modern museums, these principles now drive the way exhibits are organised, and they should also drive the way we as teachers shape learning in a museum with our students. For a quick introduction to these principles and some examples, feel free to take a look at this video: https://youtu.be/Xa59prZC5gA
Active partecipation: not just visit, but contribute to make the museum better (es. give suggestion on how improve museum, memories for other visitors...)
It's very important how to design the invitation to participate (if you give special tools make people feel important.
Share something different: write love letters, share important memories about something, write how people's relationships break up... ).
In this way museums don't change their content, but they change the way the visitors see themselves as creative agents.

ARTEFACTS AS SOCIAL AGENTS:
objects in museums open the dialogue.
How to bring the conversation around an object.
(So why not think about some seats in front of objects to talk about them?)

MUSEUMS THAT MATTER:
Places to invent solutions to global problems.
In this divided world, we need places to create positive interactions with people who are not like us.
Know and collaborate with people.

https://www.youtube.com/watch?time_continue=6&v=ICqG493xzrQ

https://www.youtube.com/watch?v=h7QF62mWnbA
immersive application (to create or discover something)

# data[].attributes.body
There are usually three main parts to planning a field trip: pre-field trip activities completed in the classroom, field trip activities at the museum, and post-field trip activities conducted back in the classroom
https://www.youtube.com/watch?v=T3G85Umn4Js

DURING the visit: Invite students to give a story to an object or a painting.
INVESTIGATE!
What are they doing?
What is it?
Why this is a work of art?

AFTER the visit: Draw something of the museum and write his story.

# data[].attributes.body
If your planning is done well, there will be less work and stress on the day of the visit. There are, of course, still many things that will come up that you need to be prepared for or deal with on the spot. From a pedagogical perspective, unless you have a museum guide helping you out, you need to think very carefully about how you will move through the museum and what to focus on.

Spiego una scultura, per esempio, e poi faccio girare i bambini per il museo, scelgono un'altra statua e la paragonano a quella precedente.

# data[].attributes.body
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.

https://www.youtube.com/watch?time_continue=2&v=LOT-9J-iapU

# data[].attributes.body
Many museums are digitising their collections, allowing us to examine and interact with these exhibits using our devices. Beyond that, the immersiveness of virtual reality allows us to experience museums in an entirely new way, all from the premise of our classroom.

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: https://vimeo.com/31821923

2. Wander through a museum via a 360-degree photo tour, like this: https://artsandculture.google.com/streetview/natural-history-museum-vienna/EAFmV-BTH8NTsA?sv_h=328.0831786404348&sv_p=-1.153299402680858&sv_z=0.23507814452671283&sv_lid=3524953352015475462&sv_lng=16.35980182434332&sv_lat=48.20524259581198&sv_pid=udnGBGFJrdAGTrM4hqmNug

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.)

TOOL TO CREATE VIRTUAL GALLERIES: http://www.artsteps.com/http://www.artsteps.com/

# data[].attributes.headline
3.1 Classroom collaboration projects with museums

# data[].attributes.subject
3.1 Classroom collaboration projects with museums

# data[].attributes.body
Unlike the typical classroom, a museum ideally has the unique opportunity and resources to make the learning experience one of joyous discovery. Relying upon their unique set of resources, museums – through a project or programme – should provide something to young visitors that they cannot obtain in the classroom. One important effect that all museums should seek to incite in young visitors is what educators like to refer to as the “aha!” moment – a moment when learners are so amazed by a new idea that they stop in their tracks and realise just how awesome their new understanding is. This is the nature of inspiration and personal growth.

Museum-based projects focus on facilitating such “aha” effects, even when resources at the museum are limited. Through creative means and through building projects around museums as cultural and community institutions, teachers can still use museums to develop engagement, excitement, interaction and deep learning. In this module, we will look at some examples, such as take-over days and sleepovers, which can be organised no matter how traditional or limited a museum is in its exhibits.

https://www.youtube.com/watch?time_continue=4&v=fiYWPx3Dnek

# data[].attributes.headline
3.3 Museum take-over days and other projects

# data[].attributes.subject
3.3 Museum take-over days and other projects

# data[].attributes.body
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: https://vimeo.com/114636466