Déjà dix ans de Pass à Frameries
Dix ans, des finances satisfaisantes et un défi sans cesse remis sur le métier : donner le goût de la science aux plus jeunes par le jeu et la découverte. Installé sur l’ancien charbonnage du Crachet réhabilité puis réaffecté par Albert Liénard – alors ministre wallon PSC du Patrimoine et des Technologies, il est aussi citoyen de Frameries –, « le Pass n’est ni un musée, ni un parc d’attraction, rappelle son directeur général, André Crémer. Les visiteurs nous apprécient pour ce que nous sommes, notamment les jours de pluie… »
Depuis 2007, ils sont 80.000 par an à visiter le site charbonnier converti en « cité des sciences ». En famille ou en classe : 17.000 élèves en 2009. La fréquentation est en hausse ; 30 à 35 % des visiteurs viennent de la région de Mons et du Borinage.
Projet Comenius 2 de l'Union européenne. Turquie, Bulgarie, Roumanie, Brabant wallon (site belge animé par Paul Thielen)
samedi 29 mai 2010
vendredi 28 mai 2010
Intermuse. Bulgarie. Bulgaria
The Bulgarian team established the students group
The preliminary work entailed the formation of teams of students willing to explore the issues of the Intermuse project. These were selected on the principle of their former active involvement with project work and viable achievements. Thirty students from the Secondary School of Foreign Languages “Yordan Radichkov” in Vidin who had some experience and interest in the cultural and historical heritage of the Vidin region were selected. Bearing in mind the specific aspects of museum work the students were assigned to particular teams instructed by curators responsible for the different departments: Archaeology and Numismatics – Fionera Yordanova Filipova, Bulgarian History ХV – ХIХ c. – Neven Zheliazkov Iliev, Modern History - Hristina Ivanova Kirilova, Ethnography 1 Sashka Bojkova Bizeranova , Ethnography 2 - Desislava Bojidarova Tzvetanova, Post-modern History 1 - Plamen Nikolov Nikodimov, Post-modern History 2 - Valia Dimitrova Dimitrova- research associate.
The principle of instructive teaching required that the museum experts should use methods and approaches that could evoke cognitive needs in the students.
We had to take account of the desires and interests of the young people so that our work should be both fruitful and gratifying. Individual preferences necessitated some shifting inside the groups. This occurred because reality did not always meet the initial expectations of the students; the variety offered and the team work organised by different instructors made some of the members show preference for the other team. The principle of scientific character of the education through museums is obligatory and was observed in all phases: when the students were introduced to the departments and their functions, the expositions, the monuments as well as while preparing the game. Each participant had to prepare a text and questions connected with the second phase of the project – creating the game with photos attached. The museum instructors had to present their departments in such a way as to make it possible for the students to write their texts by themselves, submit them to the instructors for correction, who then returned them to the students. It was necessary to include only scientifically based texts as well as ask sensible questions which had only one answer. In the cases where the photos were not satisfactory, the group of “photographers” had to make new photos and when this was not possible because of distance, the museum provided them out of its fund.
The museum curators had made a preliminary selection of the most important sites in the Vidin region but the students were allowed to make their own choice. They had the possibility to enlarge the range of sites they wanted to become familiar with. Given the fact that the young people’s perception of the world is different from the adult one, and that the game is addressed to the students’ peers, the curators accepted all suggestions readily. Being one of the basic didactic principles unchanged by time or educational reforms is the use of visual aids and demonstration. In the museum environment where exhibits are original and speak of history, perception is sensory based. Visualising and demonstration were an indelible part of or instruction sessions. Thus we created concepts, provoked a sustained interest in the young people and built skills to observe, develop imagination and thought. The direct perception of the sites was not only an object of learning but also a means to get to the core of the historical process where the notion about the separate facts plays a vital role. While it is difficult at school to restructure the history of mankind, the individual steps towards civilization, the centuries when people’s appearance, labour and lifestyles were fundamentally different from our reality, the museums in the Vidin region, the Magura cave and the archives made it possible for the project participants to turn into discoverers, “archaeologists”, “ethnologists”, “historians”, “archivists”, “photorecorders”.
Following the principle of visualization and demonstration we used three groups:
1. Material – we demonstrated artifacts such as tools of labour, arms, coins, household goods and other ethnographic materials, fortresses and installations, written documents, monuments of different objects of art found in the museum monuments in the region.
2. The visual aids included presentation of historical events and legends, preserved in the minds of the people and adapted to the game.
3. Symbolic and graphic aids – diagrams, maps, schemes, tables were also used by the curators first to present the area to the students and then include in the game.
The instruction process relied on the principle of conscientiousness and activity. Participation in the project is voluntary. The students have special interests in history, they are skilled in expressing preferences and communicating with their instructors, seek additional information, meetings, discussions.
One of the achievements of the project is rooted in the fact that learning through museums allows for individualization and differentiation. The different students were assigned diverse individual tasks to deal with, systematize and work out. They participate directly, make their choice of sites to write about, express their opinion as to the questions and the order of the puzzle opening. The two principles of differentiation – division and voluntary participation in groups – were part of the educational process. Making a personal choice the student ministers to a better differentiation on the basis of interests, desires and capacities.
The group-variety form of differentiation allows for the accomplishment of various tasks. The students willingness to work in particular groups is respected. Although thse are temporary formations and the participants possess a high intellectual level, management of the groups requires teaching skills and adequate structuring of activities.
Learning through museums is an excellent way of enriching the participants’ stock of knowledge and building intercultural skills. The Vidin students were introduced to the cultural and historical heritage of the area, the natural landmarks, spiritual culture, folklore. Moreover, they learned to write about these and present them to their peers, who, through the game, will benefit from the project.
A purposeful selection was made of sites presenting the culture and life of other ethnic groups so as to promote, peace, tolerance and understanding. e.g. The Monument of the Lamenting Soldier, the Mosque, Osman Pazvantoglu’ Library, the Synagogue and others.
Learning through museums is an open-ended series of lessons in patriotism. All participants in the project are proud of the cultural and historical achievements of the Vidin region and will be happy to present them to their peers from Romania, Belgium and Turkey. The elaboration of the game is a perfect way to do that.
Students from the Secondary Language School �Yordan Radichkov� � Vidin visited the National Museum of History
Students from the Secondary Language School “Yordan Radichkov” – Vidin visited the National Museum of History. Learning Bulgarian history in this non-standard way is set in the project “Intermuse – Intercultural Education through Museums”, which the students have been working on for two years now together with their peers from Romania, Turkey and Belgium. Becoming aware of the rich findings from antiquity on the Bulgarian lands enhances the feeling of the significance of the Bulgarian state, heir to highly developed civilizations.
The students saw all the halls of the museum with great interest – from the time of Khan Asparuh to the times of socialism. They were most impressed by the gold ornaments and vessels, as well as by the filigree decoration of the church plates.
“To see and discover confirmation of what you have learned in class is a real adventure’, says the history teacher Valiya Alexandrova. “We already work on the principle of the three “T” think, talk and touch.” Under her guidance and with the collaboration of the Regional History Museum in Vidin the students are preparing a videogame presenting the cultural and historical sights of the Vidin region. She believes that in this manner she evokes in the students the feeling of belonging to the nation – underlying patriotism, something that has become scanty in our country.
A special lesson in love of one’s country was delivered by the Museum director Professor Bojidar Dimitrov. The questions posed to the historian demonstrated the students’ profound understanding of Bulgarian history.
Macedonia being an important issue of the discussion, the professor presented all students with his latest book. The meeting was completed with a photo.
It is certain that the students will have a lot to share with their peers from Turkey, Romania and Belgium during the next videoconference. In two months’ time they will be able to exchange the ready video products.
The project is managed by the Intercultural Institute of Timisoara, Romania in partnership with NGO “SAGE” – Rousse. The project is financed by the Comenius European Progamme.
The excursion was done on January 30 – 31, 2009.
The group consisted of 50 students from the Secondary Language School “Yordan Radichkov” – Vidin.
The preliminary work entailed the formation of teams of students willing to explore the issues of the Intermuse project. These were selected on the principle of their former active involvement with project work and viable achievements. Thirty students from the Secondary School of Foreign Languages “Yordan Radichkov” in Vidin who had some experience and interest in the cultural and historical heritage of the Vidin region were selected. Bearing in mind the specific aspects of museum work the students were assigned to particular teams instructed by curators responsible for the different departments: Archaeology and Numismatics – Fionera Yordanova Filipova, Bulgarian History ХV – ХIХ c. – Neven Zheliazkov Iliev, Modern History - Hristina Ivanova Kirilova, Ethnography 1 Sashka Bojkova Bizeranova , Ethnography 2 - Desislava Bojidarova Tzvetanova, Post-modern History 1 - Plamen Nikolov Nikodimov, Post-modern History 2 - Valia Dimitrova Dimitrova- research associate.
The principle of instructive teaching required that the museum experts should use methods and approaches that could evoke cognitive needs in the students.
We had to take account of the desires and interests of the young people so that our work should be both fruitful and gratifying. Individual preferences necessitated some shifting inside the groups. This occurred because reality did not always meet the initial expectations of the students; the variety offered and the team work organised by different instructors made some of the members show preference for the other team. The principle of scientific character of the education through museums is obligatory and was observed in all phases: when the students were introduced to the departments and their functions, the expositions, the monuments as well as while preparing the game. Each participant had to prepare a text and questions connected with the second phase of the project – creating the game with photos attached. The museum instructors had to present their departments in such a way as to make it possible for the students to write their texts by themselves, submit them to the instructors for correction, who then returned them to the students. It was necessary to include only scientifically based texts as well as ask sensible questions which had only one answer. In the cases where the photos were not satisfactory, the group of “photographers” had to make new photos and when this was not possible because of distance, the museum provided them out of its fund.
The museum curators had made a preliminary selection of the most important sites in the Vidin region but the students were allowed to make their own choice. They had the possibility to enlarge the range of sites they wanted to become familiar with. Given the fact that the young people’s perception of the world is different from the adult one, and that the game is addressed to the students’ peers, the curators accepted all suggestions readily. Being one of the basic didactic principles unchanged by time or educational reforms is the use of visual aids and demonstration. In the museum environment where exhibits are original and speak of history, perception is sensory based. Visualising and demonstration were an indelible part of or instruction sessions. Thus we created concepts, provoked a sustained interest in the young people and built skills to observe, develop imagination and thought. The direct perception of the sites was not only an object of learning but also a means to get to the core of the historical process where the notion about the separate facts plays a vital role. While it is difficult at school to restructure the history of mankind, the individual steps towards civilization, the centuries when people’s appearance, labour and lifestyles were fundamentally different from our reality, the museums in the Vidin region, the Magura cave and the archives made it possible for the project participants to turn into discoverers, “archaeologists”, “ethnologists”, “historians”, “archivists”, “photorecorders”.
Following the principle of visualization and demonstration we used three groups:
1. Material – we demonstrated artifacts such as tools of labour, arms, coins, household goods and other ethnographic materials, fortresses and installations, written documents, monuments of different objects of art found in the museum monuments in the region.
2. The visual aids included presentation of historical events and legends, preserved in the minds of the people and adapted to the game.
3. Symbolic and graphic aids – diagrams, maps, schemes, tables were also used by the curators first to present the area to the students and then include in the game.
The instruction process relied on the principle of conscientiousness and activity. Participation in the project is voluntary. The students have special interests in history, they are skilled in expressing preferences and communicating with their instructors, seek additional information, meetings, discussions.
One of the achievements of the project is rooted in the fact that learning through museums allows for individualization and differentiation. The different students were assigned diverse individual tasks to deal with, systematize and work out. They participate directly, make their choice of sites to write about, express their opinion as to the questions and the order of the puzzle opening. The two principles of differentiation – division and voluntary participation in groups – were part of the educational process. Making a personal choice the student ministers to a better differentiation on the basis of interests, desires and capacities.
The group-variety form of differentiation allows for the accomplishment of various tasks. The students willingness to work in particular groups is respected. Although thse are temporary formations and the participants possess a high intellectual level, management of the groups requires teaching skills and adequate structuring of activities.
Learning through museums is an excellent way of enriching the participants’ stock of knowledge and building intercultural skills. The Vidin students were introduced to the cultural and historical heritage of the area, the natural landmarks, spiritual culture, folklore. Moreover, they learned to write about these and present them to their peers, who, through the game, will benefit from the project.
A purposeful selection was made of sites presenting the culture and life of other ethnic groups so as to promote, peace, tolerance and understanding. e.g. The Monument of the Lamenting Soldier, the Mosque, Osman Pazvantoglu’ Library, the Synagogue and others.
Learning through museums is an open-ended series of lessons in patriotism. All participants in the project are proud of the cultural and historical achievements of the Vidin region and will be happy to present them to their peers from Romania, Belgium and Turkey. The elaboration of the game is a perfect way to do that.
Students from the Secondary Language School �Yordan Radichkov� � Vidin visited the National Museum of History
Students from the Secondary Language School “Yordan Radichkov” – Vidin visited the National Museum of History. Learning Bulgarian history in this non-standard way is set in the project “Intermuse – Intercultural Education through Museums”, which the students have been working on for two years now together with their peers from Romania, Turkey and Belgium. Becoming aware of the rich findings from antiquity on the Bulgarian lands enhances the feeling of the significance of the Bulgarian state, heir to highly developed civilizations.
The students saw all the halls of the museum with great interest – from the time of Khan Asparuh to the times of socialism. They were most impressed by the gold ornaments and vessels, as well as by the filigree decoration of the church plates.
“To see and discover confirmation of what you have learned in class is a real adventure’, says the history teacher Valiya Alexandrova. “We already work on the principle of the three “T” think, talk and touch.” Under her guidance and with the collaboration of the Regional History Museum in Vidin the students are preparing a videogame presenting the cultural and historical sights of the Vidin region. She believes that in this manner she evokes in the students the feeling of belonging to the nation – underlying patriotism, something that has become scanty in our country.
A special lesson in love of one’s country was delivered by the Museum director Professor Bojidar Dimitrov. The questions posed to the historian demonstrated the students’ profound understanding of Bulgarian history.
Macedonia being an important issue of the discussion, the professor presented all students with his latest book. The meeting was completed with a photo.
It is certain that the students will have a lot to share with their peers from Turkey, Romania and Belgium during the next videoconference. In two months’ time they will be able to exchange the ready video products.
The project is managed by the Intercultural Institute of Timisoara, Romania in partnership with NGO “SAGE” – Rousse. The project is financed by the Comenius European Progamme.
The excursion was done on January 30 – 31, 2009.
The group consisted of 50 students from the Secondary Language School “Yordan Radichkov” – Vidin.
Intermuse. Partenaires
Genc Gelisim (Youth Development Association) has been established in Ankara by a group of youth workers in 2004. Our main aim is to promote peace, solidarity and mutual understanding among young people from different cultures. To reach this aim, we organise local, national and international training courses, seminars and youth exchanges. Our association is a member of YEN-Youth Express Network and YFU-Youth for Understanding. Genc Gelisim has been co-operating with several high schools about international youth exchanges and local youth projects. The organisation has carried out several local / international cultural projects with young people and has an expertise in non-formal training. Most of the members of the association are youth workers and trainers. The organization has over 50 active members and the main area of work is youth field. Being a member of YFU, Genc Gelisim is also involved in long term high school student exchange programmes.
www.gencgelisim.org.tr
www.gencgelisim.org.tr
Intermuse.
The Yordan Radichkov Foreign Language High School is attended by about 500 students, aged 15-19, and employs about 40 teachers. It is a comprehensive secondary school, with extensive studies of foreign languages (English, German, and French), and of computer science. The school has abundant capability for using information technologies – several computer rooms, constant Internet connection, multimedia equipment, and motivated and skilled staff and students.
www.gp4e-vd.com
www.gp4e-vd.com
Intermuse. Partenaires. Nikolaus Lenau High School
The Theoretical German High School Nikolaus Lenau in Timisoara is a educational public institution, part of the formal national schools system in Romania. Many of its pupils have diverse ethnic backgrounds, not only German but Romanian and others, as well. In 2006 it was awarded with the title "European School", being concerned into the European integration process in education terms; the school was part of several local, regional, national and international projects and is willing to do so further on. It has full facilities for almost 1000 learners, aged 6 – 19, with a group of more than 100 teachers covering all sciences, in the daily programme from Monday to Friday, mornings and afternoons. Nikolaus Lenau High School well develop co-operation with museums from Romania, Austria, Germany and so, with in-school programmes and out-of-school programmes, along the current activities and during the scholar holidays too.
www.nikolaus-lenau.ro
www.nikolaus-lenau.ro
Intermuse. Partenaire. Arts Museum of Timisoara
The Arts Museum in Timisoara, Romania, is a public institution with educational and cultural purposes, preserving and presenting the regional heritage. Most of its visitors are young people, as the museum strongly co-operates with the local schools and with diverse non-governmental organisations. The staff members need more museum pedagogy skills, in order to harmonise their activities with the interests of the actual museum users. It's why the museum on one hand is the location to benefit from the project activities and in the other hand is the proper partner in this project, as a tool.
www.muzeuldeartatm.ro
www.muzeuldeartatm.ro
Intermuse. SAGE. Partenaire
School Association for Global Education was founded and registered in 1990 as a free, independent association of teachers, students and parents. It has been functioning for over 27 years now. The Association is a voluntary alliance of people subscribing to the ideas of peace, international understanding and co-operation, irrespective of age, gender, political views or ethnicity. The Association aims to promote the vision of a civil society, respect for human rights and basic freedoms, environmental awareness, international understanding and peace. The Association seeks co-operation with schools associated with UNESCO, Council of Europe networks for school links and exchanges, movements like “Teachers for Peace”, and NGOs whose activities conform to the aims of SAGE. The Association has a Centre for Alternative Education, and accomplishes its activities via school clubs, a School Coordinators’ Council, a Club for Intellectual and Creative Communication for senior citizens – teachers. The Association works in partnership with the Ministry of Education and Science, the Rousse Municipality, the Regional Inspectorate of Education, the Bistra and Galina Foundation and others. At present the Association comprises over three hundred members – students, teachers, parents and public persons from Rousse region. The local network comprises 16 schools of all educational levels and profiles. School Association SAGE has built school networks on the international, regional and national levels and accomplishes projects to complement and give richer dimensions to mainstream school education. Students work in School Discussion Clubs, where they plan their work within the framework and guidelines of a project.
www.sage.hit.bgvv
www.sage.hit.bgvv
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