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My name is Ivana Vinkler Komarić. I live in Croatia, in the fourth biggest Croatian city called Osijek.
I love reading, traveling (especially visiting libraries, castles and museums) and cooking. I enjoy outdoor activities and I'm a cat person.

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I work as a school counselor in Primary school Tordinci, a small school in a village called Tordinci. We also have a subordinate school in another village called Antin.
In my work I mostly communicate with children and their parents, but I also work with my colleague teachers and on improving the learning process. I like to participate in different activities, projects and workshops. I'm an Eco-school coordinator for our school.
I speak English and German and I'm skilled in many ICT applications, programs and tools.

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Since my area of expertise is not directly linked to working in/with museums, I would like to broaden my knowledge and be able to plan activities for my pupils which would help them learn more about museums and activities  in them.

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I had to think a bit about this question because there are so many answers to it. I chose this one:
"Museum is the guardian of our history and the protector of everything interesting, curious and important mankind has created throughout it's existence."
I really enjoyed watching the first video. It showed us how different people see museums in different ways. I chose some of the funniest quotes:
"It's a place where you can look over things that are older than you are..."
"A museum is a place that we can go and look history in the face."
"It's also a place where really really good-looking men work."

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Before: research centers for specialists
Now: community centers for intellectual growth, places of self-discovery
- director of the Houston Museum of Fine Arts, Gary Tinterow

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Nina Simon - TED lecture
OPENING 1 - community as co-creator - active participation and contributing (invitations to participate: bottle up a memory and put it on display, typewriter for writing love letters, coffee beans for smelling and remembering favorite memories of coffee)
- give someone a special tool, you make them feel valued, show them you actually care about what they're going to do
OPENING 2 - artifacts as social objects (artifacts=dogs? - make conversation around them)
OPENING 3 - museums that matter - people have powerful experience with the artifacts, with events organized in the museum or with other people.
CULTURE CAN DO SOCIAL BRIDGING!

I really liked this video. It made me think about how much the museum staff actually have to try to get people to come to the museum. I kind of took all that for granted. I visited some exhibitions which were constructed to invite people in and motivate them to participate in it. Until now I hadn't realized how much effort it takes to make something like this happen.

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Opening up the Museum: Nina Simon @ TEDxSantaCruz

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1. 3. Museums as constructors of knowledge

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1. 3. Museums as constructors of knowledge

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My first Coggle!
A visit to a museum could be part of a field trip. Before the field trip we would talk about the visit, what the pupils' expectations of a museum are and explore museum's web site. Afterwards: a task to write a text about one thing they liked in a museum and explain what they've learned. We would make each text into a QR code and pupils would be able to check each others texts and maybe learn something about the museum they haven't noticed during the trip.

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1. 5. Webinar Get Inspired by Cultural Heritage

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1. 5. Webinar Get Inspired by Cultural Heritage

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An interesting webinar. We got introduced to Europeanea project. I'm definitely gonna try and explore it, use the materials.
Through the second lecture we could learn a bit about Ireland, it's history and education system.

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Collaborative Spaces   Thematic Webinar   Get Inspired by Cultural Heritage 0 0

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My learning objectives did not change from the beginning, I still want to learn how to plan activities for my pupils which would help them learn more about museums. As for my specific objectives for this module, I would like to get some specific instructions on how to organize visits to museums and I'm hoping to get new ideas on how to plan different activities before, during and after the trip.

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2.1. (Part 1) Main parts to planning a field trip

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2.1. (Part 1) Main parts to planning a field trip

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- pre-field trip activities completed in the classroom

- field trip activities at the museum

- post-field trip activities conducted back in the classroom

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2. 1. (Part 2) Video: Your Museum Visit 

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2. 1. (Part 2) Video: Your Museum Visit 

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First the teacher talked to the pupils about the museum in the class, introduced the museum to them. She also told them how they need to behave in the museum (no food or drinks, taking photos without flash, no phones, no touching any of the artworks). Then it shows the museum tour led by a docent who was trying to bring art closer to the pupils by telling them interesting stories and asking them questions which made them think about art. After the visit, their task was to draw a sketch of one of the works and think about how they would tell its story.

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2. 1. (Part 3) Different tasks we need to think about as we plan the museum visit

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2. 1. (Part 3) Different tasks we need to think about as we plan the museum visit

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I work in a small village and wherever we want to take our children, we need to use a bus (or sometimes even a train). But being in a small village didn't stop us from organizing all kinds of field trips. A lot of parents don't have time/money/interest to take their children on any cultural visits to the city, so it is definitely our task to show them everything interesting and educational what's in the world around them.

Of course it is imporant to plan the visit in the curriculum, but sometimes we get invited somewhere during the year and then we just add the event to the curriculum at that point.

Organizing transportation is very important considering our school is away from everything. Bus companies, museums and other institutions we go to have free tickets for children in need so we have to arrange that too.

Of course we cannot forget collecting parents' consent.

Also since we have children from 3 different villages, while arranging the transport the company and the driver have to know that they have to pick up and in the end drop off children to their villages.

When arranging the museum visit, it is important to stress what the size of the group is and when we'll arrive.

Before going to the museum, we talk about rules of conduct in such a place and about what the children'll see there. Our museums have their own workshops for kids we can choose and after the visit teachers have post-visit activities depending on the age of the pupils (drawing and their own exhibitions, answering questions, doing different tasks).

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All the things we need to do and think about as we visit the museum with our students:
- setting expectations

- establishing rules

- select large works of art with plenty of space around them for your group to gather

- repeat or paraphrase students' comments as needed to ensure everyone can hear it

- use a theme or essential question to help students focus their looking and thinking

- investigate works of art to deepen engagement and foster close looking (recreate a pose, capture key details in a sketch, cite visual evidence)

- bring simple touch objects (eg. marble)

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The Metropolitan Museum of Art, i.e. The Met Museum

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Explore The Met collection through the pages of beautifully illustrated books that present 5,000 years of art from every corner of the globe.

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Exhibits as assessment

- students put on their own exhibits – they exhibit their learning

- in each exhibit there is a piece from different classes (math, history, science...)

- at the beginning students are presented with the essential question

- with their exhibits they show what they learned

- after 8 weeks of preparations they put the exhibit on

- the exhibit shows every understanding that the kids have

- students create exhibit labels for ever piece that's on the exhibit to let the audience know what this is and why it's important – inside the exhibit label there needs to be academic vocabulary, a connection to the content or the piece, the understanding of the essential question

- faculty meeting - assessment

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Choose a traditional static exhibit in a museum you could visit / have visited with your class and briefly describe the exhibit or (if possible) post a picture, then describe the way(s) you could make this exhibit more interactive and explain how this could help facilitate the understanding of the exhibit.

Last year my students and I visited a Benedictine monastery of St. Lucy in Šibenik, Croatia and its exhibit which shows a collection of sacred objects, paintings, sculptures, historical books and valuable manuscripts. The exhibit was very beautiful but quite dull for our students. We walked in silence around the collection while the nun quietly talked about it. We couldn't take photos so I enclosed only one photo I found on the internet.

With respect to the monastery and the nuns who guard the collection, perhaps some QR codes for important pieces could be made to encourage students to explore them more. It is a modern way to bring an old serious exhibition closer to the modern views of the new generations.

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Three main formats of visiting museums „virtually“:

1.     Browse through a digitised museum catalogue

2.     Wander through a museum via a 360-degree photo tour

3.     Immerse yourselves in 360-degree virtual reality video

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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.

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Visiting an exhibition of traditional Slavonian clothing

Assignments for students:

Before the visit:

1.    Invite guests to school – people who cherish these traditions and own traditional clothes (your parents, grandparents, neighbors…). Ask them to tell the students what the clothes are made of, how and when they are worn.

2.    Make an exhibition in school to show all parts of different traditional clothes.

During the visit:

1.    Photograph either the entire outfit, piece of clothing or some interesting details on the clothes.

Follow-up activity:

1.    Show others your photographs and explain why you chose that particular detail, why you think it’s interesting or important.

2.    Sketch that detail in colors in which it really is.

3.    Together with your colleagues make an exhibition of the sketches you made in the school hall.

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A moment when learners are so amazed by a new idea that they stop in their tracks and realize just how awesome their new understanding is. That is one important effect that all museums should seek to incite in young visitors.

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3. 2. Classroom collaboration projects with museums (Part 1)

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3. 2. Classroom collaboration projects with museums (Part 1)

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Examples of good practice in museum-based projects:

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

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Travelling Museum eTwinning project presentation

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Traveling museum is such a great idea! Perhaps we could do something similar. Our students could visit the Vučedol culture museum which is a very important archaeological museum, recreate dwelling from 6000 B.C., research the old culture and manufacture replicas of Vučedol dove and Orion calendar. Perhaps we could find partners for the project at some other school which has similar archaeological site and exchange experience with our partner students.

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Take-over days are projects where students run the whole or parts of a museum, thereby experiencing the museums’ collection in an active manner.
Museum sleepover -  an overnight "expedition" of the museum.
Mystery at the museum
Book making

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Have you considered creating video content to document, celebrate, and promote your projects? Check out our other work. 
kingstreetimages.com/
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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.

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Exploring Slavic heritage - Glagolitic script

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Students are divided into groups. Each group has to investigate one task. The tasks are: 1.Explore what is a Glagolitic script and how it came to be. 2. Explain who Cyril and Methodicus are and draw their portraits. 3. Describe the role of Glagolitic script in spreading Christianity among Slavs.