91866 - Aesthetics Education and Child Drawing

Learning outcomes

At the end of the course, the student: - knows the main pedagogical and didactic aspects related to the development of the child artistic process ; - knows the fundamental theoretical references concerning the didactics of drawing; - knows the main phases of development of the graphic-pictorial activity in childhood; - knows the materials, the techniques and their expressive characteristics; - knows the contemporary debate related to the educational function of art with particular attention to the national and international indications; - knows how to apply in his professional field the theoretical and methodological knowledge of the didactics of drawing according to a reflexive approach; - knows how to support and enhance the artistic process of the child with particular reference to the cognitive-expressive and affective-relational educational dimensions; - knows how to plan workshops and artistic paths for children in collaboration with other professionals and families.

Course contents

Children's drawing and its languages considered as "embodied" knowledge and analyzed from an aesthetic, phenomenological and didactic perspective.

The "serious game" of art and literature for children as an educational and training tool for girls and boys, but also for educators.

Artists, illustrators and their gaze on children's drawing as a tool for understanding, narration and re-presentation.

Creativity as an affective-relational, cognitive and social process to acquire, over time, cultural and expressive awareness.

From the space of the "paper" to the space in schools and museums: narrativity, educational settings and learning environments as related resources.

Readings/Bibliography

ATTENDING STUDENTS:

Mandatory texts:

Cappelletti A. R., Disegno e narrazione al nido, Trento, Erickson, 2018.

Dallari M., Francucci C., L’idea della creatività, in Dallari M. Francucci C., L’esperienza pedagogica dell’arte, La Nuova Italia, Scandicci 2001, pp. 73-85.

Del Gaudio I., Il ruolo educativo delle arti visive, in Doria A., Brusa F., Crescere spettatori. Il teatro va a scuola, Roma, Luca Sossella Editore, 2022, pp. 123-133. 

Spadoni S., Disegno infantile e arte contemporanea, in Francucci C., Vassalli P., Educare all’arte, Roma, Electa, 2007, pp. 33-39.

Spadoni S., Sulla fruizione dell'opera d'arte, in Francucci C., Museo come territorio di esperienza, Mantova, Corraini edizioni, 2016, pp. 55-66.

A text chosen between:

• Francucci C., L’esperienza dell’arte, Roma, Lapis, 2014
• Francucci C., Il corpo delle meraviglie, Roma, Lapis, 2019

In order to pass the exam, students are also required to study the contents of the slides uploaded to Virtuale.

 

NON-ATTENDING STUDENTS:

Mandatory texts:

Cappelletti A. R., Disegno e narrazione al nido, Trento, Erickson, 2018.

Dallari M., La dimensione estetica della paideia. Fenomenologia, arte, narratività, Trento, Erickson, 2005.

Dallari M., Francucci C., L’idea della creatività, in Dallari M. Francucci C., L’esperienza pedagogica dell’arte, Scandicci, La Nuova Italia, 2001, pp. 73-85.

Dallari M., Il corpo insegnante, in Balduzzi L., Voci del corpo. Prospettive pedagogiche e didattiche, Scandicci, La Nuova Italia, 2002, pp. 95-113.

Del Gaudio I., Il ruolo educativo delle arti visive, in Doria A., Brusa F., Crescere spettatori. Il teatro va a scuola, Roma, Luca Sossella Editore, 2022, pp. 123-133.

Nussbaum M.C, Non per profitto. Perché le democrazie hanno bisogno della cultura umanistica, Bologna, Il Mulino, 2011, pp. 111-134.

Spadoni S., Disegno infantile e arte contemporanea, in Francucci C., Vassalli P., Educare all’arte, Roma, Electa, 2007, pp. 33-39.

Spadoni S., Sulla fruizione dell'opera d'arte, in Francucci C., Museo come territorio di esperienza, Mantova, Corraini edizioni, 2016, pp. 55-66.

A text chosen between:

• Francucci C., L’esperienza dell’arte, Roma, Lapis, 2014
• Francucci C., Il corpo delle meraviglie, Roma, Lapis, 2019

      

Additional bibliography (not mandatory):

Berger J., (2005), Sul disegnare, Milano, Il Saggiatore, 2017.

Bruzzone D., (2016), L'esercizio dei sensi, Milano, FrancoAngeli, 2022.

Francucci C., Museo come territorio di esperienza, Mantova, Corraini Edizioni, 2016.

Gariboldi A., Pugnaghi A., Educare alla creatività. Strumenti per il nido e la scuola dell'infanzia, Roma, Carocci, 2020.

Gramigna A., Pedagogia della fantasia, Roma, Tab edizioni, 2022.

Lorenzoni F., I bambini pensano grande, Palermo, Sellerio, 2014.

Teaching methods

Participatory frontal lessons by viewing and commenting images and videos. Simple practical experimentation activities to do in class or at home.

Assessment methods

The exam will be held in written form and will take place in person. It consists of a series of questions that will be provided by the teacher that morning.

Each exam day is divided into 2 or 3 slots of 120 minutes each. The student can choose which slot to appear in during registration.

Specifically, the test will consist of:

1. some multiple choice questions
2. some open questions with short answers;
3. some argumentative questions to evaluate the ability to re-elaborate the contents and to trace links and references between the different texts;
4. some argumentative questions to evaluate the ability to re-elaborate the contents in creative terms; for these questions it will be useful to study one of the two texts chosen by Cristina Francucci (as indicated in the bibliography)

With regard to assessment, the use of AI is prohibited during face-to-face examinations. Any such use constitutes a breach of academic integrity.

ERASMUS STUDENTS

The examination will be held in person and will take the form of a written test. Each exam day is divided into 2 or 3 slots of 120 minutes each. The student can choose which slot to appear in during registration.

The examination will be conducted in Italian and will consist of:

• 14 multiple-choice questions
• 1 short-answer open-ended question

 

Teaching tools

Slideshows with reproductions of works of art and images from educational projects carried out in schools and cultural institutions (museums and libraries).

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.

Office hours

See the website of Ilaria Del Gaudio