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

Course Unit Page

Academic Year 2018/2019

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 lessons will deal with general issues of the subject: ministerial indications, Art history in high schools, method of teaching. The purpose of the course: to offer the lines on which to program work and activity in classroom with attention to the different periods of the discipline. Will be offered examples of lectures on historical artistic themes with the aim of starting to practice the ways of a 'typical lesson'.

Readings/Bibliography

It is required knowledge of History of art in effective teaching units to be directed to the students of different high school situations. The assessment will be carried out through a written exam, for the preparation of which is recommended the intelligent use of the proposed texts to orientate themselves on the main problems of method and the knowledge of the history of art as dealt with in LM courses. Although the frequency is suggested due to the workshop character that will have some lessons, those who cannot or will not attend will follow, exactly like the attending students, the exact same indications of work but will integrate their preparation with some additional readings; those who will come to class will use the lectures as help and guideline for their own preparation.

For a basic preparation to the written examen all students are required to study in a critical and accurate way the following text:

  1. Insegnare la storia dell’arte, a cura di A. Ghirardi, C. Franzoni, S. Simoni, S. Nicolini, Bologna, CLUEB, 2009, pp.
  2. Gian Carlo Sciolla, Insegnare l’arte. Proposte didattiche per la lettura degli oggetti artistici, La Nuova Italia, Firenze 1989
  3. Leggere l'opera d'arte: dal figurativo all'astratto, a cura di Lucia Corrain e Mario Valenti, Bologna, Progetto Leonardo, 1991
  4. Leggere l'opera d'arte. 2: dal figurativo all'astratto, a cura di Lucia Corrain, Bologna, In appendice: Per un lessico di semiotica visiva, a cura di Pierluigi Basso, Bologna, Progetto Leonardo, 1999
  5. Camminare per quadri: il linguaggio divulgativo dell’arte, a cura di P. Nobili, Bologna, CLUEB, 2003.

For non-attending students, an orientation on particular problems of artistic education treated in class can be derived from the following texts:

  1. Simonetta Nicolini, Un progetto di collaborazione tra la Soprintendenza ai Beni Artistici e Storici e l'Istituto Statale d'Arte di Bologna e alcune fotografie dell'Oratorio dei Filippini, in «Quaderni di Palazzo Pepoli Campogrande», n. 6, 1999, pp. 22-27
  2. Loretta Secchi, L' educazione estetica per l'integrazione, Roma, Carocci Faber, 2004
  3. Simonetta Nicolini, “Il progetto di tirocinio e la relazione finale: modelli e pratica didattica negli indirizzi Arte e Disegno, Musica e Scienze Motorie, in L’insegnante diqualità. La formazione iniziale professionale tra Scuola e Università, a cura di C. Bertacchini, M. R. Fontana, volume I, Bologna, CLUEB, 2005, pp. 63-66
  4. Simonetta Nicolini, Mettere mano alle cose: l’esperienza del catalogo nell’Istituto Statale d’arte di Bologna, in «Quaderni di Palazzo Pepoli», 10, 2006, pp. 14-25.
  5. Lida Branchesi, L’insegnamento della Storia dell’arte nella scuola secondaria superiore in Europa, in Annali dell’Associazione Ranuccio Bianchi Bandinelli, Lo storico dell’arte: formazione e professioni. Scuola, Università, tutela e mondo del lavoro, Roma, Graffiti Editore, 2005, pp. 45-56.
  6. Teresa Calvano, L’insegnamento della storia dell’arte nella scuola in Italia, in Annali dell’Associazione Ranuccio Bianchi Bandinelli, Lo storico dell’arte: formazione e professioni. Scuola, Università, tutela e mondo del lavoro, Roma, Graffiti Editore, 2005, pp. 33-43
  7. Rosella Carloni, Alcuni aspetti e problemi della didattica di Storia dell’Arte nei licei classici, in I mestieri dell'arte, a cura di C. Volpi, Electa, Milano 2007, pp. 131-135
  8. Lida Branchesi,L’insegnamento della Storia dell’arte nella scuola secondaria. Linee di tendenza in Italia e in Europa, in Adolfo Venturi e la Storia dell’arte oggi, a cura di Mario D’Onofrio, Modena, Franco Cosimo, Panini, 2008, pp. 387-400Simonetta Nicolini, Fuori e dentro le aule, in«IBC». XVIII (gennaio/marzo 2010), n. 1, pp. 24-27.
  9. Yves Michaud, Insegnare l'arte? : analisi e riflessioni sull'insegnamento dell'arte nell'epoca postmoderna e contemporanea, prefazione di Dario Evola ; traduzione di Lucia Schettino, Roma, Idea, 2010
  10. Alessandra Anceschi, Power Point in classe. Brevi confessioni di un'insegnante di musica, in « MUSICHERIA.net», 27 aprile 2015, www.musicheria.net

Teaching methods

Frontal lesson and lessons in form of seminary.

Assessment methods

Written exam: time 2 hours. Design of a structured educational path. The assessment will be based on the texts read and recommended, on the examples brought to class and will have as their contents the History of art from antiquity since today as studied in courses LM. The planning of an educational path will be required (lesson, project, educational output). To the students will be offered 3 themes of art history, among which to choose, whose contents will be closely linked to the exam programs followed in the LM courses (medieval, modern, contemporary art), as well as some topics relevant to the classical art area.

Evaluation criteria: the achievement of an organic vision of the themes dealt with, the possession of an expressive mastery and a specific language, the originality of the design as well as the familiarity with the method instruments will be evaluated with marks of excellence. A mechanical realization, a structure it in a non-articulated way, a correct but not always appropriate language, a scholastic knowledge of the discipline will lead to discrete evaluations. Formal gaps or inappropriate language, a lack of the analysis and design tools will lead to votes that will stand on the threshold of sufficiency. Formal gaps, inappropriate language, lack of orientation in the project and inability to analyze the issues addressed can only be evaluated negatively.

Teaching tools

Slides and texts.

Office hours

See the website of Simonetta Nicolini