Diorama as a form of presentation of events and stories (and the potential of using this form in museum pedagogy)
Abstract
One of the basic missions of museums is to present cultural heritage and interpret historical events. The demands on the attractiveness of the presentation increase in direct proportion to the dynamic development of new information media, which museums try to reflect with varying degrees of success. In the contemporary technological storm in the world of information, however, the classic, almost two hundred years old, form of presentation of historical events - the diorama - is resisting.
The presentation form called the diorama dates back to 1822, but even before that year innovative ways of interpreting the plot or story to the audience were appearing. Today's viewer has incomparable experiences and is "spoiled" by the possibilities of audiovisual and presentation technologies. Nevertheless, dioramas were not condemned and continue to have their place in museum exhibits, albeit in a form far removed from the first specimens. Some special dioramas have become sought-after tourist destinations, while their attractiveness partly lies in their realistic authenticity contrasting with the surrounding digital world of information. At the same time, however, with the development of new technologies, other possibilities are opening up for their use in the creation of new types of dioramas in museum exhibits. The diorama form of presentation is not only an educational tool in itself, but can also become the principle of children's creative activity during the learning process. Creating or working with a diorama can be a source of cognitive experiences that complement or enrich formal and informal education. The rich history of Christmas nativity scenes, which can also be considered dioramas, can help as a source of knowledge about the interpretive potential of this form.