Exhibition in a suitcase on local history. From the history of the epistolary genre

Project name:"Museum in a Suitcase"
Objective of the project: creating an inspired environment around the child, acquiring personal experience contact with the reality of history and culture through the objective world.

Tasks:
1. Formation of a sense of history, a sense of time, a sense of the inextricable connection of the past with the present and future.

2. Development of a sense of spirituality and patriotism in the younger generation.
3. Nurturing museum culture.
4. Developing communication skills museum items.

Introduction.

Somewhere in the far corner of the mezzanine
Leatherette, covered with dust,
The suitcase is shabby, forgotten.
It contains scraps of stories.

IN Lately, improving work with exhibits and tourists, museums actively use a variety of innovative technologies, attracting the participation of visitors (theatrical, intellectual and role-playing games, immersion in the historical atmosphere, integrated lessons, museum holidays, etc.) In their activities, they move away from the stereotype - a museum with glassed exhibitions and “Do not touch with hands” signs. Increasingly, exhibits are removed from display cases and included in the sphere of communication of all those who visit the museum.

One of the interactive forms of working with museum objects, documents and materials is the so-called idea of ​​​​creating a “museum in a suitcase”, which today has begun to be actively introduced into practice. The exhibition fits in one or several suitcases with museum exhibits, as well as drawings, texts, photographic documents, slides, films, and creative assignments. Selected items and materials should easily fit into a suitcase.

Idea is the ability to quickly deploy a mobile exhibition in which you can manipulate museum objects, which is very important for children, since they explore the world actively and practically.
Looking at this new uniform museum work, it should be noted that “Museum in a suitcase” can be used in two versions: “Museum in a suitcase” from a museum (when objects of a museum are taken outside its boundaries); “Museum in a suitcase” for a museum (when rare objects are collected in suitcases for a specific museum, organizing exhibitions and then returning them to their owners).

“Museum in a suitcase”, either portable or mobile, due to its mobility is actively used for organizing exhibitions, conducting classes in educational institutions and is accessible to the widest segments of the population. This form of museum work allows you to decide whole line research, educational and socially significant tasks facing modern museums.

Project rationale:
Our school museum has a lot of material and exhibits, tell about each of them in one sightseeing tour impossible. Thematic lectures are needed, as well as new forms of conducting lectures and excursions. What new form of work can we choose for the students of our school? Shape of the game, since younger children school age explore the world while playing. For high school children, other forms of work are needed. We decided to visually present exhibits from our museum’s collections and tell the audience about them in the form of a mobile “Museum in a Suitcase.”
Thus, the relevance of our project lies in the popularization of historical cultural heritage generations, instilling in the younger generation respect for the history of their region.

Project content:
Students have the opportunity to become familiar with cultural and historical traditions native land, to come into contact with the past through living perception, through a real object - a museum exhibit, to become a direct participant in the action.The museum has a unique potential for social and educational work with children, helps children understand the language of things, comprehend their cultural significance and man-made nature, become indispensable assistants in studying the culture of their people, and fosters patriotic feelings and creativity.

Project participants:
Pupils of the Salemal boarding school, teacher.

Project implementation timeline:
During the school year.

Project implementation mechanism:
The program is implemented by students and teachers with the help of museum exhibits, photographic documents, slides, films, and creative assignments.
Methods , used in the work on the project: research, information.

Expected results:
We hope that, thanks to the “Museum in a Suitcase” project, school students and pupils kindergarten an interest in the history of their native land will be formed, children will learn to handle museum exhibits.They will move from passive listeners to active ones, since the project promotes the development of dialogue with the guide, the museum exhibit, to be active, and to take part in research themselves. Required condition is also collective creative nature together with peers in an informal setting.

The project is based on the development of students’ cognitive skills, critical and creative thinking, the ability to independently construct one’s knowledge, navigate the information space, study cultural heritage, student interaction with material objects of the school museum, etc.

Evaluation of results:The project will be assessed based on an analysis of the survey and student feedback.

Uniqueness of the project:The fact is that now the museum itself comes to visit, you can touch our exhibits, learn new things about them, come up with a fairy tale or story about it, explore it.

Implementation plan

Evaluation of results

The project will be assessed based on an analysis of the survey, feedback from listeners, and monitoring of publications in the media.

On this moment excursion conducted

Individual lessons, even very well prepared and conducted, do not allow one to achieve any significant results when it comes to teaching physics over a long period of time. Only a system of classes structured in a certain way can guarantee the quality of teaching.

It is not enough for a teacher to know individual teaching techniques. It is more important to own pedagogical technology in general, that is, to be able to build these techniques into a well-founded complex that corresponds to real conditions. Because the specific goals and the learning conditions in each school and each class are different, then pedagogical technology should be flexible, variable, allow the use of different types of lessons and their different combinations. At the same time, it must have a very specific structure, which, in my opinion, is determined by the following elements:

• goal setting, organization of training, i.e. design lesson systems,
• methodology for conducting individual classes,
• ways to determine the quality of knowledge acquired by students.

My main pedagogical credo is the formation of a person. For me, not only physics is important, but also the person who learns it, comprehends himself along with science, and develops as a person. One of the ways to combine physics and poetry, education and upbringing, the acquisition of solid knowledge and the development of creative abilities can be through museum exhibitions and the organization of excursions and lectures on them. I would like to note that in my office, as well as in any physics office, there is not enough space to organize exhibitions. The way out of this situation is quite simple: organize changing thematic exhibitions, and store the accumulated material and exhibits, relatively speaking, in suitcases.

It all started with a collection of incandescent light bulbs, about which we're talking about in physics lessons in 8th grade. At first it was interesting to consider lamps having various shapes and the dimensions of the flasks, and then we turned our attention to lamps, which are based on various physical phenomena. Thus, our collection was replenished with fluorescent and halogen lamps, LEDs, energy-saving lamps, and gas-discharge tubes. And then more: the collection was replenished not only with household lamps, but also with automobile, advertising silicone tubes with LEDs, radio lamps, etc. As a result, the collection “grew” from one box and occupied an entire shelf, and when all kinds of lamps began to appear, the design of which used fiberglass optics, the phenomenon of convection and many other physical phenomena, an entire closet had to be allocated for the exhibition. Then the question arose: where did the history of lighting development begin? After that, lights with splinters, candles and candlesticks, oil and kerosene lamps began to appear at our exhibition. And we have already begun to think about where and how to store our exhibits, especially since by this time the 11th graders and I had collected our own collection of cameras and photographic equipment, and, as you know, there is not much free space in the office. This is how the idea arose of designing temporary exhibitions, and packing other exhibits and storing them (conditionally) in suitcases, which can be put away in a utility room and the material can be used for the exhibition directly while studying the relevant topic.

Working in this direction, I set myself the goal of improving educational forms that allow students to master breakthrough areas of science, progress, and education, which allows them to successfully solve the following tasks:

1. create conditions for joint activities middle and high school students;
2. integrate natural science subjects;
3. integrate humanities and physics.

The themes of the exhibitions are born spontaneously, depending on the possibility of accumulating exhibits on the chosen topic, but one thing remains unchanged: all collections illustrate the materials being studied in the physics course. Thus, we are trying to emphasize that theoretical physics finds its application in the development of technology.

Exhibitions cannot remain silent, so it is necessary to accumulate accompanying material for them. Students in the seventh and eighth grades, and even more so high school students, can already cope with this work. The main source of information for the student, of course, has become the Internet, but from all the variety, the teacher should help him choose the most important and interesting thing, that is, teach the student to work with scientific and scientific-technical text and develop his information competence. At the same time, in some cases it is convenient to develop information sheets and create a folding booklet, or write short notes and design an express newspaper, or, for example, arrange an exhibition of essays.

A sufficient amount of time is required to form a separate exposure. And if one lesson is enough to conduct an excursion, then the selection of exhibits, the study of the principles of their operation (and this is often beyond the scope of the school curriculum), the compilation of lecture texts and the actual design of the exhibition itself take place outside of school hours, that is, after lessons with a group of students - tour guides .

The connecting link I choose is close cooperation with students, an atmosphere of sincere trust and warmth, so our classes turn from routine into creative lessons.

As the very name of this type of lesson (creativity lessons) shows, they are dedicated to the creative work of students. Work can be different in nature: essays, drawing up diagrams and projects physical installations, coming up with physical problems, pictures, tables on physical topics, etc.

I use the exhibition “PHYSICS AT HOME” in lessons that are, as a rule, repetitive and based on the material studied. Students are given the task of writing an essay on the topic “Physics in my home,” choosing one of the physical phenomena, and selecting visual material. After preliminary selection of material, the exhibition itself is formed, and excursions around it are conducted. This helps to connect physics and lyrics, i.e. knowledge of physics with knowledge of native language and literature, since in order to write an essay, you need not only to have knowledge of factual material (physics in this case), but also the ability to competently express thoughts.

I conducted such lessons several times with various options for their preparation and organization. I believe that they help to stir up the least active part of the students, give everyone the opportunity to work creatively, and help teach the children to highlight the main thing in the material, think and present their work.

A child’s first acquaintance with technology occurs in childhood, and the first acquaintance with physical phenomena can be made at the “PHYSICS AND TOYS” exhibition. Such a lesson can be conducted and presented in the form of an “Express newspaper”

In advance (almost during the first lesson in 7th grade), I give several groups of students topics for independent preparation of mini-projects. To do this work, you need to select the appropriate exhibits (or use those accumulated in suitcases), sort them according to the selected physical phenomenon and understand the principle of their operation. Seventh graders can already cope with this kind of work. The guys read the materials and, using previously found information, prepare messages based on them. Then the oral publication of our wall newspaper begins: student guides take turns making a report on their topic, supporting the words with demonstrations, and after each story they post a corresponding note on the “Today in Lesson” stand. Thus, the information collected by individual students is in the Express Newspaper for some time, and anyone can familiarize themselves with it on their own.

I would like to note that this exhibition is especially popular among students at the elementary level. Excursions are conducted for them by high school students.

Students primary school we invited you to the exhibitions “History of the Development of Lighting”, “Physics in the House”, “Physics in Toys” and “Optical Illusions”. We try to hold these events for children attending the after-school group. Again, high school students spend their extracurricular time for this, but they are happy to conduct master classes on making simple optical instruments or making toys and explain the physical phenomena and laws underlying the operation of the manufactured models at a level accessible to children. And for the most inquisitive, high school students make reminders - folding pages with illustrated instructions.

The exhibition “HISTORY OF LIGHTING DEVELOPMENT” is an interesting lesson-tour.

During the preparation of the lesson, students make expeditions to different countries of the world and in different eras with the help of books. The purpose of the expedition is to learn about the contribution that scientists from these countries have made to the development of some branch of physical science, and to introduce it to their classmates. Lessons of this type are appropriate as introductory overviews on the topic or final ones; they are devoted to the history of the formation of scientific knowledge. The basis is the independent activity of students in finding and processing the necessary information from the history of physics and technology.

I teach my lesson to students VIII class in the section “Electricity”. It is announced that expeditions (3 people each) will be formed in the class, which will be sent “to different states and to different centuries in order to work in archives, study literature, documents and establish what scientists of these states have done for the knowledge of electricity or its practical use.” applications. You are required to familiarize yourself with the materials, prepare a summary of your research, prepare exhibition material, and introduce the results of your work to the class, guiding them through the milestones of history. Within each group, students themselves assign roles: designer, collector and lecturer. This helps to increase interest in the development of science and technology and the formation of students’ communication skills.

The exhibition “HISTORY OF COMMUNICATION DEVELOPMENT” is just beginning its existence. At this stage, exhibits have already been collected that have not only technical value, but also historical value (our collection includes a telephone set from 1937 and a portable switch from 1943). It is interesting to see a military field switch and a modern SIM card and compare their capabilities and sizes. Now all that’s left to do is research the topic, draw up a plan for the excursion and find a place for it in the educational process.

A lesson in reviewing the material covered allows you to better assimilate the acquired knowledge, usually on a topic, less often on some issue. In order for the repetition to attract the attention of students, it must be organized in an interesting form and differently than the initial consideration, because the simple reproduction of the material covered (definitions, formulas, textbook text, laws, etc.), as proven by school practice, excite the student has no desire to study.

The integrated lesson (physics + chemistry + history) “Photography” allows you to generalize and systematize knowledge on the topic “Geometric Optics”, “Chemical Properties of Light”, improve practical skills when working with photographic equipment, and broaden the horizons of students. I recommend this lesson be taught as a general lesson in 11th grade and as an extracurricular activity in 9th grade.

For clarity, the following are created in the office:

• Photo exhibition of student work
• Camera exhibition
• Exhibition of equipment for photographic printing and processing of film and photographs
• Posters on geometric optics and illustrations for student presentations.

On this lesson and during preparation for it, each student has the opportunity to work creatively. In addition to covering the history of the development of photography and photographic equipment, the physical and chemical aspects of photo printing, frontal practical work “Obtaining black and white photography” plays an important role in this lesson. Currently, photography has become accessible to everyone, especially in the age of computerization and the possibility of obtaining digital photography. But nothing compares to the mystery of taking a photograph on your own, creating and subjugating your circumstances.

Thus, the use of museum pedagogy, integrated lessons and additional education opportunities create conditions for:

• formation of creative thinking of students;
• conditions have been created for joint activities of middle and high school students;
• formation of global thinking of students;
• development of information competence of students;
• introduction of an activity approach to teaching.

“The need for invention is cunning.” This proverb is more suitable than ever for teachers whose passion and desire to work “to the fullest” are not at odds with their work. This happened in our secondary school 400 named after Alexander Nevsky. Despite the fact that the school has had a wonderful museum “Sons of the Fatherland” for 20 years, consisting of two halls - Aleksandrovsky and Kavalersky, creative and extraordinary teachers managed to bring to life the long-standing dream of creating a mobile museum - “Museum in a Suitcase”. The difference between such a museum and a stationary one is that the exhibits can not only be looked at, but also touched, and even tried on. This increases the interest of students, especially elementary school students, in the subjects they study. The idea is to be able to quickly set up a mobile exhibition in which museum objects can be manipulated, which is very important for children as they explore the world actively and practically.

Such a suitcase ended up on the mezzanine of one of our teachers. The special value of this suitcase was that it was produced in 1978 at the Ust-Plywood Mill, next to which our school is located. So much for the story! And then the work began to boil! The first thing that came to mind was the creation of an exhibition dedicated to the Second World War and to coincide with its 70th anniversary Great Victory. Through joint efforts, we collected items that were in one way or another connected with the soldiers’ everyday life in combat. This is an army bowler hat with a flask, a soldier's duffel bag, a vest and guy, a cap and a soldier's letter - a triangle. During this excursion-project, the children also learned about what war songs helped people not only survive, but also win.

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“The need for invention is cunning.” This proverb is more suitable than ever for teachers whose passion and desire to work “to the fullest” are not at odds with their work. This happened in our secondary school 400 named after Alexander Nevsky. Despite the fact that the school has had a wonderful museum “Sons of the Fatherland” for 20 years, consisting of two halls - Aleksandrovsky and Kavalersky, creative and extraordinary teachers managed to bring to life the long-standing dream of creating a mobile museum - “Museum in a Suitcase”. The difference between such a museum and a stationary one is that the exhibits can not only be looked at, but also touched, and even tried on. This increases the interest of students, especially elementary school students, in the subjects they study. The idea is to be able to quickly set up a mobile exhibition in which museum objects can be manipulated, which is very important for children as they explore the world actively and practically.It all started with Tatyana Lavrova’s wonderful poem “Ode on an Old Suitcase”

Somewhere in the far corner of the mezzanine

Leatherette, covered with dust,

The suitcase is shabby, forgotten.

It contains scraps of stories.

Such a suitcase ended up on the mezzanine of one of our teachers. The special value of this suitcase was that it was produced in 1978 at the Ust-Plywood Mill, next to which our school is located. So much for the story! And then the work began to boil! The first thing that came to mind was the creation of an exhibition dedicated to the Second World War and to coincide with the 70th anniversary of the Great Victory. Through joint efforts, we collected items that were in one way or another connected with the soldiers’ everyday life in combat. This is an army bowler hat with a flask, a soldier's duffel bag, a vest and guy, a cap and a soldier's letter - a triangle. During this excursion-project, the children also learned about what war songs helped people not only survive, but also win.

Considering this new form of museum work, it should be noted that the “Museum in a Suitcase” can be used in two versions: “Museum in a Suitcase” from a museum (when objects of a museum are taken outside its boundaries); “Museum in a suitcase” for a museum (when rare objects are collected in suitcases for a specific museum, organizing exhibitions and then returning them to their owners). “Museum in a suitcase”, either portable or mobile, due to its mobility can be used for organizing traveling exhibitions, conducting classes in remote areas, different cities, educational institutions, kindergartens and is available to the widest segments of the population. This form of museum work allows us to solve a number of research, educational and socially significant problems facing modern museums.

Project “Museum in Suitcase”,

dedicated to the 70th anniversary of the Great Victory

The goals of the project are to promote civil-patriotic and moral education students.

Progress of the lesson:

I Org. moment

II Motivation educational activities students.

An unusual project called “Museum in a Suitcase” starts today. This is an unusual mobile museum, which we will not only look into, but also get acquainted with its exhibits. The unusual thing about our museum is that it will move from class to class, and its exhibits can be touched and even tried on. Our exposition today is dedicated to the Second World War.

III Updating knowledge.

1. Army duffel bagwith which soldiers once went through more than one combat battle - a very simple, but at the same time very functional piece of ammunition. In appearance, the duffel bag resembles a shapeless backpack made of thick khaki fabric. The design of the duffel bag was developed for the Imperial Russian Army, and to this day its model has not changed, it is the same as it was in 1800-1917. Later it was used by soldiers and officers of the Red Army during the Great Patriotic War. The simplicity and speed of manufacturing this duffel bag made it possible to fully equip the army. The neck of the bag is closed with straps.
2. Looking at the uniform of sailors from different navies, you notice that they all have one common detail - striped vest . How did it appear in the Navy and why is it striped? The word “telnyashka” comes from the word “telnik”, an undershirt on a “naked” body. The history of the vest is fascinating. The blue and white striped robe became part of the uniform of English sailors in the middle of the 18th century, when the fleet was still sailing. The sailor who climbed onto the mast was clearly visible to other crew members, but the enemy approaching from afar could barely distinguish him - the sailor merged with the white sail and blue sky. By the way, Russian sailors began wearing vests since 1860.
3. The decoration of the shirt of a naval suit is a large collar blue with three white stripes along the edge. The history of its origin is very interesting. In the old days, sailors were required to wear powdered wigs and oiled horsehair braids. The braids stained the robe, and the sailors were punished for it, so they came up with the idea of ​​hanging a flap under the braid. Braids are no longer worn in the Navy, and the flap has become a blue collar, reminding us of the old days. Function of stripes: it is widely believed that they were introduced in memory of three victories of the Russian fleet: at Gangut in 1714, Chesma in 1770 and Sinop in 1853. But it turns out that this is nothing more than a beautiful and highly patriotic legend. In fact, the story is like this. Peter I had three squadrons in his fleet. The first squadron had one white stripe on its collars. The second has two stripes, and the third, who is especially close to Peter, has three stripes. Thus, the three stripes began to mean that the naval guard was especially close to Peter. A uniform collar is also called a collar.
4. Ceremonial officer's cap -the word cap comes from the word “pilot” and previously belonged to pilots. Similar caps were worn by pilots during Maintenance airplane. They protected their heads from falling dirt and oil. Later, caps became an integral part of the sailors' uniform.
5. Army bowler hat- comfortable, lightweight, oval in shape, which allows you to compactly place the pot in a duffel bag. A soldier's pot is used for cooking food over a fire, as well as for storing and transporting it. It is a container with an oval bottom profile, concave on one side. The lid can be used as a frying pan for heating food in it and as a plate or mug. The pot is equipped with a handle for hanging and carrying on a belt or backpack; the lid closes with a latch. Made from food-grade aluminum and painted khaki. When distributing food in the field (prepared in a field kitchen), the cook pours the first dish into the pot itself, and puts the second dish and a ration of bread into the lid.
6. The next exhibit of our museum is unusual. This is a gas mask. He protected the war from chemical agents used during hostilities. Chemical weapons were not used on a large scale during World War II. Researchers talk about only a couple of small episodes. There are many reasons for this. Toxic substances were not used because the use of gases was not highly effective: at that time there were a lot of means of protection against a chemical attack, since the mass production of gas masks began in 1941. Filling the same bombs and shells with explosive agents, and in large quantities, the troops reduced their combat power.When poisonous gases are released, there must be favorable weather conditions.And this, in turn, can cause difficulties, because the attack must be carried out at a certain time and in a certain direction, and not when the necessary weather conditions are created. The combat use of explosive agents could not disable military equipment, but only killed people.Other weapons were capable of disabling equipment and were effective against people, i.e. was universal compared to the chemical one.Besides, the main goal of the battle is not to kill as much as possible more people, but in subordination to the will of the enemy. Chemical weapons “did not work” in this direction. After the release of toxic substances, the advancement of one’s own troops is hampered, and the territory becomes polluted. But subsequently the Germans were going to populate the conquered territories. Moreover, they did not want to poison their native land.
7. Today in our exhibition we remember not only those who died on the battlefields, but also those who lived and survived in the besieged city. These are the children of besieged Leningrad. From memories... I remember how my mother, when she was still walking, put three pieces of bread on the table, cut each of them into three parts and said: “This is breakfast, this is lunch, this is dinner.” The pieces were small, and when they were divided into three parts, they became very tiny. Mom taught me that you shouldn’t bite off bread, you should pinch it off little by little, put it in your mouth and not swallow it right away, but suck it. Now I think that it seemed to her that this was how she felt full. Breakfast, lunch and dinner took place at a strictly defined time, the anticipation of which, probably, was the meaning of my entire childhood life. I couldn’t get out of this habit of pinching off pieces and putting them in my mouth rather than biting into bread for a very long time, for many years. And even now, in my opinion, I haven’t completely gotten rid of it. Sometimes, when I have bread in my hands, and I suddenly think deeply about something, I catch myself pinching off tiny pieces, mechanically putting them in my mouth and sucking... According to the regulation “On the sign “Residents of besieged Leningrad”, the sign “Resident of besieged Leningrad” is awarded to those who lived at least four months in Leningrad during the periodblockade (With 8 September 1941 By January 27 1944 ). Round brass medal with a diameter of 27.0 mm; on front side- an image of a torn ring against the background of the Main Admiralty, a tongue of flame, a laurel branch and the inscription “900 days - 900 nights”; on the back -hammer and sickle and the inscription “To a resident of besieged Leningrad.” Rectangular metal block, coated with ribbon-colored enamelMedal "For the Defense of Leningrad" .
8. During the war, there was a field post office for the transfer of “soldiers’ triangles” to their relatives and it was free for everyone. Field letters were written, as a rule, in moments of calm on pieces of paper from an ordinary notebook, most often with a chemical pencil moistened with saliva, on the knees, on a stump, in the light of a splinter or the moon. The text was written from the heart and with the news that the soldier was all right, that he was alive. The written letters were folded according to a simple scheme into a “soldier’s triangle”, the destination address was indicated, and instead of the return address - the number of the military unit or the field post office number. Then all the letters in canvas bags were sent on passing transport to the rear. All field letters were read by military censors, so it was forbidden to seal them. The letters did not always reach the addressee, so they were written very often. According to statistics, only one out of ten letters written by soldiers per day reached their relatives. Receiving a soldier’s “triangle” was a great happiness. But people from the front were afraid to receive letters in envelopes, since they contained funerals or notices that someone was missing. There were few people willing to work as postmen, because it was necessary to bring people both good and bad news in envelopes. Field letters during the Great Patriotic War instilled hope for victory, for a long-awaited meeting with loved ones. In many families, such front triangles are still kept and reread many times.
9. And we end our exhibition with such a simple, but very symbolic object - a blue handkerchief. Please suggest what this subject has to do with the Second World War? “From the first days of the war, it became audible that next to the forged lines “There is a people’s war, a holy war,” the quiet lyrical words of the song “A Little Blue Modest Handkerchief” were warming in the soldier’s heart. And so it was. Moreover, in the soldiers’ trenches and dugouts, during short moments of rest, they sang not only the previous pre-war version of “The Blue Handkerchief.” (use of video)

Little blue modest handkerchief

He fell from slumped shoulders.

You said,

What you won't forget

Affectionate, joyful meetings.

Sometimes night

We said goodbye to you.

No old nights

Where are you, handkerchief,

Dear, desired, dear?..

And at the front, Klavdiya Shulzhenko sang surprisingly soulfully about the blue handkerchief. But more and more often she was tormented by the feeling: the wrong words... At the beginning of April forty-two, in last days existence of the Road of Life (the cars were already walking on melt water), the singer and her musicians came from besieged Leningrad to Volkhov. After the concert, I met an employee of the newspaper of the 54th Army of the Volkhov Front, “Into the Decisive Battle,” Lieutenant Mikhail Maksimov. Having learned that her interlocutor writes poetry, she asked: “Perhaps you can write new words to “The Blue Handkerchief”? The song is very popular among the people, but today other poems are needed - about our battle with fascism.” And here is the combat mission: to write new words to an old melody. The poems were born on the night of April 8-9, and on the 12th, Klavdiya Shulzhenko sang for the first time at the Volkhov railway depot:

I remember how on a memorable evening

Your handkerchief fell from your shoulders,

How I saw you off

And she promised

Save the blue handkerchief.

And let it be with me

There is no beloved today, dear,

I know: with love

You to the headboard

You hide the handkerchief dear.

The success exceeded all expectations: both the singer and the poet were awarded an unheard-of gift at that time - a piece of cake and a glass of cranberries.

Soon the lyrics of the song were published by many front-line newspapers. “The Blue Handkerchief” appeared on a postcard and sounded from a gramophone record. Not a single performance of Shulzhenko was complete without him...

Receiving your letters

And between the lines

blue scarf

He stands in front of me again.

And often into battle

Your image accompanies me.

I feel nearby:

With a loving glance

You are always with me.

Once after a concert in the 4th Guards Fighter Regiment of the Air Force of the Red Banner Baltic Fleet, a pilot, Guard Captain Vasily Golubev, said to the singer: “I bow to the ground for your art, for your soulful songs... Your “Blue Handkerchief”, Klavdia Ivanovna, will be with us in all battles, and we will dedicate the first Junkers or Messer we shoot down to you.” The artist did not have to wait long: the next day Golubev set fire to the fascist vulture. And again, a van with a front-line concert brigade, which had seen a lot, arrived at the location of the aviation unit, and again the “Blue Handkerchief” sounded, as many as five times!

How many treasured handkerchiefs

We carry it with us in our overcoats...

Tender speeches

Girl's shoulders

We remember in the suffering of battle.

For them, relatives,

Desired, beloved ones,

The machine gunner scribbles -

For a blue handkerchief,

What was on the shoulders of the dear ones!

IV Initial check of understanding

Now I’ll ask a few questions and check how carefully you listened to the tour.

1. Were gas masks used during WWII and why?

2. What is the name of a sailor’s undershirt? Why is she striped?

3. Why wasn’t the soldier’s letter sealed in an envelope?

4.What is a guy? Remember the history of its appearance.

“There is a Museum at my school. I am its creator and director.” These words can be written by many of us, from those who visited the forum page.

How can we make the Museum work in a new way, so that children rush to it, so that they find it interesting? One of the useful and interesting forms is the idea of ​​a “Museum in a Suitcase”. I read about it by accident, found it in the depths of the Internet when I was preparing a work plan for the school scientific society, as well as the local history club for the new academic year. You always want to learn from your colleagues. And if you come across interesting thoughts, that’s great!

The idea is actively being introduced into work practice not only State Museums, but also schools and even libraries.

I will quote an excerpt from the article A.N. Terekhova from Chelyabinsk:

Recently, in improving their work with exhibits and visitors, museums are actively using a variety of innovative technologies, attracting the participation of visitors (theatrical performances, intellectual and role-playing games, immersion in the historical atmosphere, integrated lessons, museum holidays, etc.) In their activities, they are moving away from the stereotype - a museum with glassed exhibitions and “Do not touch with hands” signs. Increasingly, exhibits are removed from display cases and included in the sphere of communication of all those who visit the museum.

One of the interactive forms of working with museum objects, documents and materials is the so-called idea of ​​​​creating a “museum in a suitcase”, which today has begun to be actively introduced into practice. The exhibition fits in one or more suitcases with museum exhibits, as well as drawings, tests, photographic documents, slides, films, and creative assignments. Selected items and materials should easily fit into a suitcase. The features of this form of museum activity can be shown by example Children's Museum in Nuremberg, which, without having its own premises, actively works on the basis of kindergartens, schools, libraries, implementing more than 20 programs: “Workshops”, “Technology”, “Life in 1900” etc. The idea is to be able to quickly set up a mobile exhibition in which museum objects can be manipulated, which is very important for children as they explore the world actively and practically. A program about the history of writing, “In the Copyist’s Workshop,” is often cited as an example. “Museum in a Suitcase” unfolds in the classroom space the world of medieval objects - ancient books, parchment, writing instruments, which children can use to write ancient texts. This program is also being implemented at other museums. Currently, this form of museum work has become widespread in Russia. Aroused great interest mobile option exhibition “I and the Other”, which was exhibited in about ten Russian cities. This project intended to introduce into regular school pedagogy an interactive tabletop exhibition that would tell about the identity of different cultures and ethnic groups. The tabletop exhibition (the plot of which represents a journey) includes double-folded sheets of cardboard with drawings, texts and game tasks. The sheets are placed on tables and can be quickly unfolded. Schoolchildren (from 10 to 14 years old) buy tickets and begin a journey through the exhibition space - they are included in certain life situations while traveling to visit a peer from another country, get acquainted with the traditions different countries, with items representing different cultures. The case with the display game remains in the school, and students in all grades can add to the game and its visual aids as they learn. Teachers receive “Teacher Materials” to help them productively use and improve the display. Considering this new form of museum work, it should be noted that the “Museum in a Suitcase” can be used in two versions: “Museum in a Suitcase” from a museum (when objects of a museum are taken outside its boundaries); “Museum in a suitcase” for a museum (when rare objects are collected in suitcases for a specific museum, organizing exhibitions and then returning them to their owners). Research staff of the Anna Akhmatova Museum in Fountain House(St. Petersburg) a developmental program for schoolchildren has been developed. The Museum in a Suitcase features a wide variety of museum exhibits. Students choose any subject and make their own assumptions about how it could have ended up with Anna Akhmatova or Nikolai Gumilyov. There is silence in the class. Everyone is looking for the answer to the antique tea box and perfume bottles silver age. Thanks to the “Museum in a Suitcase” from the Anna Akhmatova Museum, students will learn about the specifics literary museum, have the opportunity to visit an antique shop, learn to work with archives, study letters and memories. An unusual project “Museum in a Suitcase” for the museum was carried out in the Kizhi Museum-Reserve under the name “Field Post”. Participants - veterans of the Great Patriotic War, their children and grandchildren - chose their family heirlooms and compiled reference texts for the exhibitions, many of which were supplemented with drawings, poems and essays about the war. Many unique exhibits were placed in wooden boxes and duffel bags. Unlike traditional museum exhibitions, after the Field Post closed, the exhibits returned to their veteran owners and their families. “Museum in a suitcase”, either portable or mobile, due to its mobility is actively used for organizing traveling exhibitions, conducting classes in remote areas, different cities, educational institutions and is accessible to the widest segments of the population. This form of museum work allows us to solve a number of research, educational and socially significant problems facing modern museums.