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Lecturer(s)
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Course content
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The course is designed to develop an understanding of museum education as a specific didactic discipline integrating museology, pedagogy, and education within the non-formal environment of museums and memory institutions. The acquired competences are intended primarily for students in teacher education programmes for primary and lower-secondary education, especially in the fields of History Education, History, Civic Education, and Art Education, but are also applicable to other disciplines. The course focuses on the educational and interpretive functions of museums in relation to different target groups and on the didactic principles of mediating museum content. Students will gain theoretical foundations in museum education and acquire basic skills in the planning, design, and implementation of museum educational programmes reflecting curricular frameworks. Emphasis is placed on the didactic analysis of exhibitions and educational formats, the role of the museum educator, and reflective practice through a museum-education case study conducted in a selected museum.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| Successful completion of the course presupposes a basic orientation in pedagogy, didactics, and curricular documents, the ability to reflect on educational situations, and an active interest in cultural and memory institutions as environments of non-formal education. |
| Skills |
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| Successful completion of the course presupposes that, prior to the beginning of instruction, the student is able to formulate basic educational objectives and select appropriate teaching methods, analyze educational situations from a didactic perspective, work independently with academic texts and scholarly literature, actively participate in discussions, and reflect on their own educational experience. The course also presupposes the ability to prepare and present an educational project. |
| Competences |
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| Prior to commencing the course, the student is able to organize their studies independently, critically work with information from various sources, formulate and defend their own opinions in academic discussion, and cooperate within a group. The student is also able to reflect on their own experience and actively approach the solution of pedagogical and educational situations. |
| learning outcomes |
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| Knowledge |
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| Upon completion of the course KPG/MUED, the student demonstrates knowledge of the basic theories and concepts of museum education, is familiar with the role of the museum as an institution of non-formal education, and understands the relationships between museology, museum education, and didactics. The student is familiar with the main forms and methods of museum education, the specifics of working with different target groups, and current trends in the field of museum learning. At the same time, the student understands the basic principles of designing educational programmes and the didactic interpretation of exhibitions and displays. |
| Skills |
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| Upon completion of the course, the student demonstrates the ability to analyse exhibitions and displays from educational and didactic perspectives, formulate educational objectives, and design appropriate educational strategies. The student is able to prepare a basic proposal for a museum educational programme, apply participatory and interpretive methods when working with visitors, and reflect on the educational potential of the museum environment. At the same time, the student is able to work with curricular documents and connect museum education with school teaching |
| Competences |
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| N/A |
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| Upon completion of the course, the student is able to critically reflect on the role of museums and other memory institutions in contemporary society and understand them as spaces for education, communication, and cultural participation. The student is able to independently plan and present an educational project, cooperate within a team, and appropriately plan communication with different visitor groups. At the same time, the student develops the ability to approach education in cultural and memory institutions creatively and interdisciplinarily. |
| teaching methods |
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| Knowledge |
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| Seminar |
| Seminar classes |
| Field trip |
| To achieve expert knowledge, teaching methods include seminar instruction based on discussion methods, work with scholarly texts, inquiry-based seminar teaching, and field trips to museums and other memory institutions. |
| Skills |
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| Field trip |
| Seminar |
| Seminar classes |
| To achieve expert skills, teaching methods include inquiry-based and activating seminar methods, analysis of exhibitions and displays, the design of an educational project for a museum environment, and field-based learning implemented through excursions. |
| Competences |
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| Seminar |
| Field trip |
| Seminar classes |
| To achieve general competences, teaching methods include discussion-based and reflective seminar activities, group collaboration, presentations of students' own proposals, and field trips supporting independent interpretation and critical reflection on cultural environments. |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Expert knowledge acquired through the course is assessed through active participation in seminars, discussions based on scholarly literature, and the preparation of a seminar paper focused on the design of an educational project for a museum environment. |
| Skills |
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| Expert skills acquired through the course are assessed through the preparation of a seminar paper, the outcome of which is a proposal for an educational project for a museum environment, as well as through the ability to formulate educational objectives, design appropriate educational strategies, and apply didactic principles when working with different target groups. |
| Competences |
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| General competences acquired through the course are assessed through the ability to independently plan and present an educational project for a museum environment, critically reflect on the educational potential of museum and memory institutions, and actively participate in academic discussion and teamwork. |
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Recommended literature
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Brabcová, Alexandra. Brána muzea otevřená : [průvodce na cestě muzea k lidem a lidí do muzea]. Náchod: Juko, 2003. ISBN 80-86213-28-5.
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Dolák, Jan. Základy muzejní pedagogiky: studijní texty. Brno: Moravské zemské muzeum, 2014. ISBN 978-80-7028-441-4.
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Drobný Tomáš; Vykoupilová Pavla. Muzejní edukátor. Brno: Moravské zemské muzeum, 2020. ISBN 978-80-7028-559-4.
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Jagošová, Lucie; Jůva, Vladimír,; Mrázová Krajíčková, Lenka. Muzejní pedagogika : metodologické a didaktické aspekty muzejní edukace. 1. vyd. Brno: Paido, 2010. ISBN 978-80-7315-207-9.
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ŠOBÁŇOVÁ, P. Muzejní edukace. Olomouc: Univerzita Palackého, 2012. ISBN 978-80-244-3003-4.
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ŠOBÁŇOVÁ, Petra. Muzejní expozice jako edukační médium. 1. díl, Přístupy k tvorbě expozic a jejich inovace. Olomouc: Univerzita Palackého v Olomouci, 2014. ISBN 978-80-244-4302-7.
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ŠOBÁŇOVÁ, Petra. Muzejní expozice jako edukační médium. 2. díl, Výzkum současných českých expozic. Olomouc: Univerzita Palackého, 2014. ISBN 978-80-244-4394-2.
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