International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Kalamata in 1997 and 6th in 2002 in Kavala, et al. (Chatzinikolaou 2002: 105). Benaki museum, in Athens,
since 1978, is using similar programs (Chalkia 2002: 297). Benaki museum, in collaboration with Museum of
Greek Children's Art in Athens, participate in the international program for the museum education, called
turbinegeneration.
Communication and education are roles that often cannot be separated in the modern view of the museum.
Today, emphasis is placed on educational programs, especially for schools, and this is the reason that many
believe in students lies the solution to the problem of reduced visitation to museums.
CONDITIONS FOR CREATING A MUSEUM EDUCATIONAL PROGRAM
The cooperation between museum and school is an essential issue when target group is student. The special
educational programs of the museum must provide school teachers with any information or educational material
museum has, to start preparing the program. Museum, in contact with school, aims to improve the services
provided in terms of adapting the program to the specific characteristics and interests of the group, to "see" the
possibilities of connection with the exhibits and with the curriculum of a particular school grade. This point has
a meaningful evaluation for the program (Chalkias 2002: 299). Normally, the creation of educational programs
should be integrated in the process of construction of the museum, in its physical dimension, and the "setting" of
collections.
The program manager is beneficial to have in mind the form of the new museum visit seeking modern
audience that has more need to live an "experience" in the museum as a result of the successful synthesis of the
personal dimension of visitor – student, his social dimension and the physical dimension of space, according to
the model of the interactive experience of Falk and Dierking ( Economou 2003: 84 ). It has been shown that
team members participating in the program, they need to communicate, collaborate, entertain into the museum,
as an alternative form of output, not only learning (" learning fun ») (Black 2009: 205). Moreover, the visit to the
museum is not only a socially important activity, but also an opportunity for social interaction among visitors,
friends or strangers ( Galanis 2006: 9) .
Museum educational programs adopt learning models that give freedom to the visitor and seek the active
participation of such experimental learning, following the sentence “learn by doing”. The museum is an
appropriate area for blended learning theories. According to the view of constructivism, the role of the curator of
the museum is limited to provide opportunities for visitors to work interactively and to "build " their own
meanings (Black 2009: 178-179).
PRINCIPLES OF CREATION A MUSEUM EDUCATIONAL PROGRAMME
Each museum educational program, conducted through three stages: before the visit (preparation stage),
during the visit (main stage) after the visit (control stage of knowledge and experience and evaluation of the
program). During the visit to the museum can implement the five principles of the Nuffield Schools in Great
Britain (Black 2009: 209).
ü Questions: learning through discovery related questions and answers.
ü Challenges: encourage children to persist, to assume, to combine, to discuss, to understand.
ü Occupancy and economy sources: a few, well-selected authentic sources.
ü Depth: depth study in order to attain true knowledge.
ü Accessibility: prefer activities that are accessible to children and use them as a basis for the sequel.
First we define the focus group for which prepared the program. This program for Gallery of K. Korakiana
aimed at C grade students in High School. Then, we define the theme and key messages and connect the content
of the Gallery, in this case, with school curriculum. This program will attempt to investigate the connection of
the course of Greek Literature and Poetry with the paintings of the Gallery. Will discuss about Ionian School in
painting, School of Athens, the effect of Munich School, about movement of realism and the painting with
scenes of everyday life. The theme is backed by goals which are inseparably connected with the age of the
participants, their cognitive level, past experiences or not in museums, interests, abilities and any peculiarities.
Teacher’s information about qualitative and quantitative composition of students group, will increase the
chances of success of the program.
Also we define the schedule. This program designed to cover a school year (annual plan). We define the
learning models of our choice, taking into account not only the fact that not all students learn in the same way,
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