박물관의 기획전시 관련 교육프로그램 운영 현황과 전망

서지정보

· 발행기관 : 한국박물관학회
· 수록지 정보 : 박물관학보
· 저자명 : 김정희

목차

Ⅰ. 머리말
Ⅱ. 박물관 교육의 정의와 역사
1. 박물관 교육의 정의
2. 박물관 교육의 역사
Ⅲ. 박물관 교육 프로그램 운영 현황
1. 박물관 교육 프로그램과 교육 전담 부서
2. 교육 담당자, 에듀케이터
Ⅳ. 박물관의 기획전 관련 교육프로그램
1. 기획전 관련 교육 프로그램의 필요성
2. 국내 박물관 기획 전 관련 교육 프로그램
3. 해외 박물관 기획전 관련 교육 프로그램
Ⅴ. 전망과 과제
참고문헌
박물관의 기획 전시와 관련 교육프로그램 현황 조사(설문조사지)

초록

국제박물관협의회 정관과 박물관을 위한 국제 박물관협의회 윤리강령 제 2조(정 의)에 규정된 박
물관 정의를 번역하면 “박물관은 공중에게 개방되고 ， 사회와 사회의 발전에 이바지히는 비영리의
항구적인 기관으로서 ， 학습과 교육， 위락을 위해서， 인간과 인간의 환경 에 대한 물질적인 증거를
수집 ， 보존， 연구， 교류， 전시한다 ” 고 정의되어 있다 1) 나아가 지난 1992년 미 국 박물관 - 미술관
협회 (Ame11can Association of Muse따ns-이하 AAM) 는 21세기를 위한 결의문에 서 새 시대의
미술관 사명으로 교육을 내세운 바 있다 이는 박물관 · 미술관 사회가 신세기를 맞아 공공기관으
로서의 역할을 확고히 다지려는 의지 하에， 교육이 사회에 기여하는 활동을 총체적으로 수렴할 수
있는 개념이 된다는 결론을 내렸기 때문이다2) 그러나 우리나라의 박물관 및 미술관 진흥법의 박
물관 · 미술관 정의를 보면 국제박물관협의회 정관의 박물관 정의와 달리 ‘교육을 위하여’ 라는 내
용이 없다- 즉 교육， 교류 등 박물관이 지니는 무형의 가지가 상대적으로 경시되어질 수 있다는 것
이다 박물관에서 교육이 차지하는중요성은수집， 전시， 연구등의 여타기능과 동등하게 성장해
왔고 오히려 더 강조되는 추세이며 선진국의 박물관들은 교육 프로그램의 개발과 확대를 위해 경
주하고 있음에도 우리나라의 박물관 교육이 이 렇다 할 성괴를 내지 못하는 것은 이렇게 근본적인
이념의 차이에서 기인하는 것이 아닌가 한다

영어초록

Although the interests and needs for museum education are increasing in society, it hardly
grows to meet these expectations in practice. Museums provide educational programmes and
activities connected with their permanent exhibitions and special exhibitions. This article
investigates special exhibitions which carries relatively rare educational programmes in order to
suggest their developing plans.
According to some studies, most museums run cultural classes or provide educational
programmes in relation to permanent exhibitions. The museums which have special exhibitions
are 80% in total, and they focus on passive methods of educational programmes such as leaflets,
catalogues and guide orientations. There must be several reasons in the lack of educational
programmes in Korea's museums. Most of all, however, museum education in Korea so far has
been perceived as the secondary matter behind exhibitions, conservation, collection and research.
Besides, small-sized independent museums have difficulty in employing museum educators with
their little budget, and the national and public museums have an administrative problem in their
limited numbers of the staff.
As special exhibitions invest a lot of time and expenses, their expectations for efficiency cannot
but be higher. There are several advantages in educational programmes of special exhibitions.
First of all， they may irnprove the cultural standard of a community, generate profits and stimulate
new cultural industries. Moreover, special exhibitions may attract more audiences with new topics
from effective approaches, renew the contents and methods of museum education through the continuous development of ideas and efforts, and contribute to the financial independence of museurns.
Recently, National Museum of Korea, the National Folk Museum of Korea and Seoul Museum
of History provided educational programmes with special exhibitions. The first two museums
gave a lecture and a craft class as a short-term project prepared not by the education departrnent,
but by the exhibition department. The rest provided a programme regularly every weekend
commissioned by an extemaJ service. This cost a great expense, but it is worth while to notice that
the museum allowed everybody to use the worksheet by loading from the museum homepage.
However, the period for the educational programmes in those three museums was too short to
work as a professional and systematic conduct, which would be needed in the future.
Educational prograrnmes related to special exhibitions are potential in the growth of museums.
In order to activate them, this article would suggest a proactive use of worksheets, layered
approaches to provide educational opportunities with diverse degree of difficulty, and mobile
learning kits for the continuous use of the material from special exhibitions.
museurns.
Recently, National Museum of Korea, the National Folk Museum of Korea and Seoul Museum
of History provided educational programmes with special exhibitions. The first two museums
gave a lecture and a cr따"t class as a sh01t-term pr이 ect prepared not by the education departrnent,
but by the exhibition department. The rest provided a programme regularly every weekend
commissioned by an extemaJ service. This cost a great expense, but it is worth while to notice that
the museum allowed everybody to use the worksheet by loading from the museum homepage.
However, the period for the educational prograrnmes in those three museums was too short to
work as a profession따 and systematic conduct, which would be needed in the future.
Educational prograrnmes related to special exhibitions are potenti떠 in the growth of museums.
In order to activate them, this article would suggest a proactive use of worksheets, layered
approaches to provide educational opportunities with diverse degree of difficulty, and mobile
learning kits for the continuous use of the material from special exhibitions.

참고자료

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