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 secondary school through a general vision of planning lessons and teaching models, and to prepare for the planning of structured lessons.
The aim is to know the principles of active teaching in the history of art: to know the main methodologies of educational and training planning lessons; to approach the most widespread technologies for teaching and learning the discipline; to be able to build examples of educational activities.

The initial section will deal with general issues of the subject: ministerial indications, History of art in secondary school. The purpose of the course: to offer the lines on which to program work and activity in the classroom with attention to the different periods of the discipline. Examples of lectures on historical artistic themes with the aim of starting to practice the ways of a 'typical lesson' will be offered.

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 assessment will be carried out through a written exam, for the preparation of which it is recommended the clever use of the proposed texts to focus on the main issues of method and the knowledge of the history of art as dealt with in LM courses. Although attendance is recommended due to the workshop character of some of the lessons, those who cannot or will not attend will follow, as for 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.

1. Insegnare la storia dell’arte, a cura di A. Ghirardi, C. Franzoni, S. Simoni, S. Nicolini, Bologna, CLUEB, 2009
2. Leggere l'opera d'arte: dal figurativo all'astratto, a cura di Lucia Corrain e Mario Valenti, Bologna, Progetto Leonardo, 1991
3. 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
4. Camminare per quadri: il linguaggio divulgativo dell’arte, a cura di P. Nobili, Bologna, CLUEB, 2003.
5. 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
6. Alessandra Anceschi, Power Point in classe. Brevi confessioni di un'insegnante di musica, in « MUSICHERIA.net», 27 aprile 2015, www.musicheria.net
7. 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
8. Loretta Secchi, L' educazione estetica per l'integrazione, Roma, Carocci Faber, 2004
9. 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
10. 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.
11. 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.

 

 

Teaching methods

Frontal lesson and lesson in form of seminary.

Assessment methods

Written exam: time 3 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 contents related to the History of art from antiquity to the present day as studied in courses. The planning of an educational path will be required (lesson, project, educational output). 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 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 addressed can only be evaluated negatively.

Teaching tools

Frontal lesson and lesson in form of seminary.

Office hours

See the website of Simonetta Nicolini