The teaching of the Image Education is divided into Discipline (8 cfu) and Laboratory (1 cfu) for a total of 9 credits. Trains students to face the discipline in primary and secondary as ministerial programs.
Develop image reading skills, through the presentation of emblematic case studies; acquire skills related to the communication strategies of Cultural Heritage in relation to the territory and in museum contexts, through the examination of concrete educational experiences, with reference to the expectations and needs of both the nursery school and the primary school; acquire critical tools useful for the development of children's expressive-communicative competence; address theoretically the studies related to the development of the graphic sign in children, contextualizing the outcomes with more recent pedagogical essays.
AIMS AND LEARNING OUTCOMES
The course has the following objectives:
- Acquire critical tools useful for the development of communicative skills of children through the theory of expressive methods in graphics referring to the expectations and needs of both the kindergarten, both primary school;
- Developing the image-reading skills, through the presentation of case studies and emblematic of the fundamental contents of the history of art from the Rennaissance to the twentieth century;
- Acquire skills related to communication strategies of cultural heritage through the examination of practical teaching experience (for example in the field of museums)
The course contents include notes on the production of images in childhood (scribble, drawing); reflections on the status, perception and decryption of images; examples related to issues, problematic issues and basic steps of the history of art; routes of approach to the variety of cultural heritage, with particular reference to those in the area, in didactic function. In addition, they will touch topics such as film image in relation to the world of childhood and education network. They will be presented in the context of ongoing real experiences of image education in the rich cultural heritage of the area, with particular reference to reality museum or linked to temporary exhibitions.
Attending and non-attending students:
- E. Cannoni, “Il disegno dei bambini”, Carocci editore (collana Bussole/91), Roma 2007
- G. Golomb, “L’arte dei bambini. Contesti culturali e teorie psicologiche”, R. Cortina editore, Milano 2004
- - C. Longobardi, T. Pasta, R. Quaglia, "Manuale di disegno infantile. Vecchie e nuove prospettive in ambito educativo e psicologico", UTET, Milano 2012 (o ed. successive)B. Munari, “Fantasia”, Laterza, Bari 1977 (or later editions)
- B. Munari "Fantasia. Invenzione, creatività e immaginazione nelle comunicazioni visive", Laterza, Roma-Bari, 1998.
A manual for the study of the history of art from the Renaissance to the twentieth century.
C. Bertelli, "La storia dell’arte", edizioni scolastiche Bruno Mondadori (volumes that include parts from the Renaissance to the twentieth century)
G. Bora, G. Fiaccadori, A. Negri, A. Nova, "I luoghi dell'arte, sotria opere percosri, Electa, Bruno Mondadori, Milano (volumes that include parts from the Renaissance to the twentieth century)
To better understand the problems of Art History didactic, we strongly suggest:
- A. Pinelli, La storia dell’arte. Istruzioni per l’uso”, Laterza, Roma-Bari, 2009 (or later editions)
Students who are allowed not to attend the whole amount of lessons (according to the Degree Course regulations), are invited to contact the teacher to determine the program.
Ricevimento: Wednesday h. 10-11 on appointment: firstname.lastname@example.org
September 26, 2018
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In the oral exam the student, in compliance with the proposed bibliographic score, will be called to expound the theory part of the course, dedicated to children's drawings, and to demonstrate the critical tools to understand, read, chronologically placed images of works of art viewed in class or taken from manuals.