Research Article


DOI :10.26650/artsanat.2020.14.0020   IUP :10.26650/artsanat.2020.14.0020    Full Text (PDF)

Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination

Hülya Yavuz Öden

Museums are institutions that serve educational institutions and society. Museums have purposes such as collecting, exhibiting, and protecting objects to be exhibited according to their area of its expertise. It is among the aims of these institutions to determine the history of the objects to be exhibited and to inform visitors about the objects. Today, museums have started to take the duty of education in addition to the purpose of exhibition. Modern museums aim to be more in the mind of children and their families, thereby increasing the cultural level of society. It is difficult to keep the attention of children when giving information about works in the museum, so it is appropriate to have a fun experience by touching, seeing, and applying what they learn. Children’s museum practices are generally seen in the sections made in addition to museums that are specialized in history or science. In this way, children are ensured to experience history, art, or science more interactively. In this study, examples of the concept of a children’s museum applied in foreign countries are given. In addition, “Ataturk and the Children’s Museum”, which is one of the museums where children are the target visitors, was examined in terms of interior space and display elements. The aim of the article was to investigate the museums designed for children in terms of their content and to examine the exhibition elements inside. In the museums designed for this purpose, direction boards, maps, and display units are designed in accordance with the children’s eye alignments and interactive display elements are used. Since primary school children were chosen as the primary target group in the study of Ataturk and the Children’s Museum, in the interior, forms and information boards are used to keep children interested in terms of color and display units.

DOI :10.26650/artsanat.2020.14.0020   IUP :10.26650/artsanat.2020.14.0020    Full Text (PDF)

Çocuk Müzelerinde İç Mekân Tasarımları: Atatürk ve Çocuk Müzesi İncelemesi

Hülya Yavuz Öden

Müzeler, eğitim kuruluşlarına ve topluma hizmet etmekte olan kurumlardır. Müzelerin kendi uzmanlık alanına göre sergilenecek nesneleri toplaması, sergilemesi ve koruması gibi görevleri bulunmaktadır. Sergilenecek olan nesnelerin tarihini tespit etmek ve ziyaretçilere objelerle ilgili bilgi vermek bu kurumların amaçları arasındadır. Günümüzde müzelerin sergileme amacının yanında eğitim verme görevini de üstlenmeye başladıkları görülmektedir. Çağdaş müzeler, çocukların ve ailelerinin hafızasında daha fazla yer almayı ve bu sayede toplumun kültür seviyesini arttırmayı hedeflemektedir. Çocuklara müzedeki eserlerle ilgili sadece bilgi vererek dikkatlerini çekmek daha zor olduğu için onlara dokunarak, görerek ve uygulayarak eğlenceli bir deneyim yaşatılması gerekmektedir. Çocuk müzesi uygulamaları, genellikle tarih veya bilim konusunda özelleşmiş müzelere ek olarak yapılan bölümlerde görülmektedir. Bu sayede tarih, sanat ya da bilimi çocukların daha etkileşimli olarak deneyimlemesi sağlanmaktadır. Bu çalışmada çocuk müzesi olarak yurtdışında uygulanmış örnekleri ele alınmıştır. Ayrıca öncelikli olarak çocukların hedef kitle olduğu müzelerden olan Atatürk ve Çocuk Müzesi iç mekân ve sergileme elemanları bakımından incelenmiştir. Makalede amaçlanan, çocuklara yönelik tasarlanmış olan müzeleri etkinlik içerikleri bakımından araştırmak ve iç mekânında bulunan sergileme elemanlarının klasik müze anlayışındaki müzelere göre farklarına dikkat çekmektir. Bu amaçla tasarlanmış olan müzelerde yönlendirme panoları, haritalar, sergileme üniteleri çocukların göz hizalarına uygun olarak tasarlanmakta ve etkileşimli sergileme elemanları kullanılmaktadır. Atatürk ve Çocuk Müzesi araştırmasında öncelikli hedef kitle olarak ilköğretim çağındaki çocukların seçildiği için iç mekânında renk ve sergileme üniteleri bakımından çocukların ilgisini canlı tutacak formların ve bilgilendirme panolarının kullanıldığı görülmektedir.


EXTENDED ABSTRACT


A museum is an institution where works and objects related to the natural sciences, archeology, ethnology, history, the fine arts and technique are regularly exhibited. The museum aims to contribute to the development of human knowledge through these works and objects. Today’s contemporary museums include exhibition areas, art workshops, libraries, and recreation areas. Children’s museums are places where children learn through play and discovery in environments designed for them. Children’s museums and museums areas designed for children, which are the subject of the research, should create a desire for discovery by children. 

In order to gain scientific and cultural experiences, environmentally-friendly planning systems for children, children’s libraries, and children’s museums were established in our country and many other countries.

Children’s museums create and provide workshops for children of different age groups and study classes for children. There are different ways of learning within these museums, which also includes playing games. The game has an important effect on learning because it activates all the senses of children and ensures that the information is permanent. In these museums, there are places where different cultures are introduced and the objects specific to that culture are experienced by children.

It is possible for children to experience cultural activities such as painting, drama, and music in these museums. In children’s museums, it is the aim for a child to learn by living in a dream world and to obtain permanent information. The first children’s museum in the world was founded in 1899 in the United States. Children’s museums are institutions that offer learning management, including implementation. The Brooklyn Children’s Museum, the Boston Children’s Museum, the Canadian History Museum, Children’s Museum Department, and the London Children’s Museum (KidsQuest Museum) offer interactive displays. Museums such as the Boston Childrens Museum have become places that introduce the world to children and families and gives them various experiences. In the Canadian Children’s Museum, children discover the history of countries through play. Children’s museums provide an enjoyable and permanent knowledge for a child’s understanding of art, culture, and history. In the ‘Dress up station’ section of the London Children’s Museum (KidsQuest Museum), children wear costumes of the heroes in the story and combine their imagination with these accessories. 

Interior orientations in children’s museums should be in an uncomplicated order. Direction signs, images, and maps should be appropriate for the size of children. Classical exhibition units or technological exhibitions are used together as display elements in the interior of contemporary children’s museums. Stationary, dynamic, and interactive display techniques can be used together. Display elements such as kiosks, showcases, boards, and plinths are used. In museums designed for children, they are provided with interior fittings designed according to their size to feel closer to the space.

The Hasan Ali Yucel Children’s Museum, the Ataturk and Children’s Museum are some of the museums designed for children in Turkey. The Ataturk and Children’s Museum is located in Yalova. The founder and first president of the Republic of Turkey, Mustafa Kemal Ataturk, used this place as temporary housing when he came to Yalova. There is a reception area on the ground floor of the two-storey building and a graphic design on the ground about the places to be seen in Yalova. Display units with interactive display elements and videos are installed. In the museum, there are information boards about Atatürk and his spiritual children, and information about Ataturk’s studies in education. The exhibition units in the Ataturk and Children’s Museum are designed for primary school children to read the texts about Ataturk and his spiritual children and to learn about them using an interactive board. The display elements are used in different depths and colors on the same surface. On the second floor there is a section where children can do painting activities. Although it was not designed as a children’s museum, as in the example of the Ataturk and Children’s Museum, memorable information can be obtained by tapping and interacting, especially where primary school age children are the primary target visitor. The rooms are divided into certain concepts. In the interior design and display elements of the Atatürk and Children’s Museum, warm colors and dynamic forms are used to attract the attention of children. As in this museum and other museums designed for children, the dimensions of the exhibition elements are designed at a height that children can reach. 

As a result, interactive children’s museums need to be established in order to ensure that the knowledge and education of children is permanent. In Turkey, the increase in the number of display samples used ins interactive museums will have a significant impact on education. In museums planned for children, using digital bases and video presentations for research, and using the beneficial aspects of technology, will be beneficial for the cultural development of young people.


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APA

Yavuz Öden, H. (2020). Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination. Art-Sanat, 0(14), 533-556. https://doi.org/10.26650/artsanat.2020.14.0020


AMA

Yavuz Öden H. Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination. Art-Sanat. 2020;0(14):533-556. https://doi.org/10.26650/artsanat.2020.14.0020


ABNT

Yavuz Öden, H. Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination. Art-Sanat, [Publisher Location], v. 0, n. 14, p. 533-556, 2020.


Chicago: Author-Date Style

Yavuz Öden, Hülya,. 2020. “Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination.” Art-Sanat 0, no. 14: 533-556. https://doi.org/10.26650/artsanat.2020.14.0020


Chicago: Humanities Style

Yavuz Öden, Hülya,. Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination.” Art-Sanat 0, no. 14 (Mar. 2024): 533-556. https://doi.org/10.26650/artsanat.2020.14.0020


Harvard: Australian Style

Yavuz Öden, H 2020, 'Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination', Art-Sanat, vol. 0, no. 14, pp. 533-556, viewed 29 Mar. 2024, https://doi.org/10.26650/artsanat.2020.14.0020


Harvard: Author-Date Style

Yavuz Öden, H. (2020) ‘Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination’, Art-Sanat, 0(14), pp. 533-556. https://doi.org/10.26650/artsanat.2020.14.0020 (29 Mar. 2024).


MLA

Yavuz Öden, Hülya,. Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination.” Art-Sanat, vol. 0, no. 14, 2020, pp. 533-556. [Database Container], https://doi.org/10.26650/artsanat.2020.14.0020


Vancouver

Yavuz Öden H. Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination. Art-Sanat [Internet]. 29 Mar. 2024 [cited 29 Mar. 2024];0(14):533-556. Available from: https://doi.org/10.26650/artsanat.2020.14.0020 doi: 10.26650/artsanat.2020.14.0020


ISNAD

Yavuz Öden, Hülya. Children’s Museums Interior Designs: Ataturk and Children’s Museum Examination”. Art-Sanat 0/14 (Mar. 2024): 533-556. https://doi.org/10.26650/artsanat.2020.14.0020



TIMELINE


Submitted03.01.2020
Accepted11.07.2020
Published Online31.07.2020

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