87339 - Teaching of Visual Arts (1) (LM)

Learning outcomes

After the course, the students possess methodological tools related to the didactics of Visual Arts. In particular, the student: knows the main subjects of disciplinary didactics, in its specificities related to the evolution of styles and techniques; acquires methodological skills useful to define an educational and formative planning and to teach Visual Arts in Secondary Schools.

Course contents

The course is structured into lectures and workshops dedicated to exploring the operational possibilities and theoretical and cultural foundations of visual arts education, with particular emphasis on the relationship between education, art, materials, techniques, and ecology.

Lectures analyze educational proposals from practitioners, artists, designers, and architects. Special attention is given to the experiments known as Radical Pedagogies and the collective and participatory practices that, throughout history, have fostered political and social action through direct experience with techniques and materials.

Workshop

CANTIERI

Teacher Anna Rosellini / Tutors Alessandro Paolo Lena and Stefano Setti

The lectures are complemented by a workshop during which students, divided into groups, develop proposals for art education workshops.

For more information, see: WORKSHOP PROGRAM

Regular attendance is recommended.

Readings/Bibliography

Attending students

Francesco Spampinato, Irene Rinaldi, Facciamo Presente. Istruzioni d'artista per cambiare il futuro, Milano, Topipittori, 2025.

Franca Zuccoli, Didattica dell'arte. Riflessioni e percorsi, Milano, Franco Angeli, 2020.

Valerio Borgonuovo, Silvia Franceschini (dir.), Global tools (1973-1975). Quando l'educazione coinciderà con la vita, Milano, Nero, 2018.

Recommended Reading

Adolfo Natalini, Lorenzo Netti, Alessandro Poli, Cristiano Toraldo di Francia, Cultura Materiale Extraurbana, Firenze, Alinea, 1983.

Marina Pugliese, Tecnica mista. Materiali e procedimenti nell'arte del XX secolo, Milano, Bruno Mondadori, 2006.

Anna Rosellini, Roberto Gargiani, Valori primordiali e ideologici della materia, da Uncini a LeWitt, Roma, Aracne, 2018.

Anna Rosellini, Calchi di spazio, mnemosine e rovine, Roma, Aracne, 2019.

Beatriz Colomina, Ignacio G. Galán, Evangelos Kotsioris, Anna-Maria Meister (a cura di), Radical Pedagogies, Cambridge (Massachusetts), The MIT Press, 2022.

Non-attending students

Beatriz Colomina, Ignacio G. Galán, Evangelos Kotsioris, Anna-Maria Meister (eds.), Radical Pedagogies, Cambridge (Massachusetts), The MIT Press, 2022.

Franca Zuccoli, Didattica dell'arte. Riflessioni e percorsi, Milano, Franco Angeli, 2020.

Valerio Borgonuovo, Silvia Franceschini (eds.), Global tools (1973-1975). Quando l'educazione coinciderà con la vita, Milano, Nero, 2018.

Teaching methods

Lectures, workshops.

Assessment methods

Attending students

The exam consists of developing a project for an art education workshop. The project is presented and discussed during the exam.

Project reviews are scheduled during the course. Participation in these reviews is mandatory. The reviews should be considered opportunities for discussion and sharing aimed at improving the project. An official presentation is scheduled at the end of the course. This presentation will be assessed and its mark will be taken into account in the final assessment.

For further details see the LABORATORY PROGRAM discussed in class.

Assessment criteria:

1. The achievement of a comprehensive understanding of the topic covered in the project, mastery of expression and specific language, originality of analysis and reflection, and familiarity with the methods and tools of art education will be assessed with marks of excellence.

2. An essentially mechanical or mnemonic knowledge of the subject covered in the project, an unarticulated ability to synthesise and analyse, or correct but not always appropriate language, as well as a school-level mastery of the methods and tools of art education will lead to fair evaluations.

3. Pedagogical gaps or inappropriate language, as well as poor knowledge of the methods and tools of art education, will lead to grades at the limit of sufficiency.

4. Pedagogical gaps, inappropriate language, lack of orientation in analysis, methods and tools of art education can only be evaluated negatively.

5. The graphic quality of the project and active participation in the workshop will be evaluated.

Non-attending students

Oral exam. To pass the oral exam, students must demonstrate that they have acquired a critical understanding of the topics discussed in the bibliography.

Assessment criteria:

1. An organic understanding of the topics presented in the bibliography, mastery of expression and specific language, originality of thought, and familiarity with the tools of art education analysis will be assessed with excellent marks.

2. A mostly mechanical or mnemonic knowledge of the subject, an inability to synthesise and analyse, or correct but not always appropriate language, as well as a school-level mastery of visual arts education will lead to fair grades.

3. Educational gaps or inappropriate language, as well as poor knowledge of the tools of art education analysis, will lead to grades that are just above the pass mark.

4. Educational gaps, inappropriate language, lack of orientation within the bibliography, and inability to analyse visual arts education can only be assessed negatively.

 

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Teaching tools

The course images are provided to the students.

Office hours

See the website of Anna Rosellini