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 aims to provide a general preparation on teaching History of art in Italy in a comparative perspective in secondary school through a general vision of planning lessons and teaching models, and to prepare for the planning of structured lessons.

The initial section will deal general issues of the subject: ministerial indications, History of art in secondary school. The purpose of the course: to offer models, languages, tools, experiments in the teaching of art history: case studies and concrete didactic practice. The last part will be dedicated to the study of teaching and learning processes in heritage education, also through the use of new technologies, with particular attention to digital technologies in the Digital Heritage area.

It is required knowledge of History of art in effective teaching units to be directed to the students of different secondary school situations.

Readings/Bibliography

It is required knowledge of History of art in effective teaching units to be directed to the students of different secondary school situations.

The student has to prepare a teaching unit (see Assessment methods).

In addition, students who will attend class are required to study for the exam, in a critical and accurate way, the following texts, together with their personal notes:

1. G.C. Sciolla, Studiare l'arte. Metodo, analisi e interpretazione delle opere e degli artisti, Torino, Utet, 2001

2. E. Panofsky, Il significato nelle arti visive, Torino, Einaudi, (1955) 2010, pp. 3-57 e pp. 302-329 (Introduzione, Parte prima, Epilogo)

3. I. Baldriga, Diritto alla bellezza. Educazione al patrimonio artistico, sostenibilità e cittadinanza, Milano, Le Monnier Università, 2017

Not-attending students will study the abovementioned three texts, and will also add TWO texts of the following list (the asterisk indicates that the texts are available on Virtuale):

*G.B. Maderna, Riflessioni sulla didattica della storia dell’arte e dei beni culturali, in Studi di storia dell’arte in onore di Maria Luisa Gatti Perer, a cura di M. Rossi, A. Rovetta, Milano, Vita e Pensiero, 1999, pp. 543-548;

*E. Castelnuovo, Di che cosa parliamo quando parliamo di storia dell’arte?, in Id., La cattedrale tascabile. Scritti di storia dell’arte, Livorno, Sillabe, 2000, pp. 69-84;

*M.Ferretti, L’insegnamento della Storia dell’arte e la formazione degli insegnanti, in L. Branchesi, E. Crispolti, M. Dalai Emiliani, Arteinformazione. L’identità italiana per l’Europa, Meridiana Libri (Donzelli editore), Corigliano Calabro (Roma), 2001, pp. 95-100;

*La storia dell'arte nella scuola italiana. Storia, strumenti, prospettive, in "Ricerche di Storia dell'arte", n. 79, 2003 (in riferimento agli articoli di M.Ferretti, E.Franchi, S.Nicolini, M.Mignini, C.Stoppani, A. Rizzi, M. Dalai Emiliani);

*T. 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;

A.Bortolotti, M. Calidoni, S. Mascheroni, Per l'educazione al patrimonio culturale. 22 tesi, Milano, Franco Angeli, 2008

*Insegnare la storia dell’arte, a cura di A. Ghirardi, C. Franzoni, S. Simoni, S. Nicolini, Bologna, CLUEB, 2009

*S.Nicolini, Insegnare la storia dell’arte: uno sguardo al passato per alcune considerazioni sul futuro, in Educare allo sguardo. Esperienze, autobiografie e riflessioni, a cura di G.Vismara, Milano, 2010, pp. 77-89 https://www.researchgate.net/publication/313987204

*I. Baldriga, La periodizzazione tra acquisizione dei saperi e didattica per competenze. L’insegnamento della storia dell’arte nella scuola, verso Europa 2020, in Fare la Storia dell’Arte oggi. La prospettiva storica. Ipotesi di discussione e rifondazione, Atti del Convegno nazionale della Consulta Universitaria Nazionale per la Storia dell’Arte, (Milano, Università Cattolica del Sacro Cuore 28 febbraio - 1 marzo 2013), pp. 1-13, https://cunsta.it/articoli-news-cunsta/29-libri-mostre-e-convegni/54-fare-la-storia-dell-arte-oggi-irene-baldriga.html

*I. Buonazia, Insegnare storia dell'arte contemporanea nella scuola secondaria superiore italiana: stimoli, criticità e prospettive di una missione politica, in Arte e politica. Studi per Antonio Pinelli, a cura di N. Barbolani di Montauto, G. De Simone, T. Montanari, C. Savettieri e M. Spagnolo, Firenze, Mandragora, 2013, pp. 189-192

M. Maglioni, F. Biscaro, La classe capovolta. Innovare la didattica con la flipped classroom, Trento, Erickson, 2014

ERASMUS students should contact the teacher via e-mail before the exam.

Teaching methods

The course will be conducted in the form of participatory and interactive lectures (subject to changes in the health situation). Visits to monuments and museums are planned, if compatible with the timetable of the lessons. It will always be possible to connect remotely and follow live streaming of classroom lessons via the TEAMS platform.

Assessment methods

Oral examination with discussion of the didactic unit.Prepare a didactic unit in PP or Pdf following the SPECIFIC LEARNING OBJECTIVES contained in the NATIONAL INDICATIONS for the Secondary Schools of the Ministry of Education, published on Virtuale.The examination (approximately 20/30 minutes) aims to test the knowledge acquired by the student in the didactics of art history and the ability and degree of autonomy in the planning of the didactic unit.

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

Teaching tools

Pdf texts and images of the illustrations showed in class. Additional bibliography when needed.

Office hours

See the website of Valeria Rubbi