The course aims to provide the basic scientific-disciplinary skills, concerning the study of the main cognitive (attention, perception, memory, etc.) and affective (emotional regulation, motivation, intention) functions that modulate our behavior in different contexts, such as art-related environment, museum and visual communication settings. Specifically, the course will examine how these functions influence decision making processes, communication and aesthetic experience by promoting psychophysical wellbeing at the same time.
By the study of Emotion processing in different cultural contexts: perception, art and communication
the student will be able to achieve the following training objectives.
Knowledge and understanding:
- Understand the main theoretical approaches and methods for the study of emotions;
- Understand emotion functioning and regulation in the framework of cognitive neuroscience;
- Tell diverse forms of artistic expression and communication
- Understand how the psychology of emotion and – more in general - the dynamic interplay between emotions and cognitive processes has been used to study arts, music, communication and diverse forms of artistic expression (e.g., cinema, dance, literature, etc.);
Applying knowledge and understanding:
- Apply knowledge on emotion functioning in educational settings;
- Use theoretical knowledge about emotion functioning to support the development of educational interventions and promote wellbeing;
Making judgements:
- Develop a critical thinking and make comparisons between the different approaches for educational scopes;
- Develop a critical thinking about educative interventions targeted to promote wellbeing and emotion regulation skills;
Communication skills:
- Being aware of emotion functioning in persuasive communication
- Read and understand a scientific article;
- Disseminate research data to expert (colleagues, professionals, clinicians, stakeholder) and non-expert (e.g., parents) audiences;
Learning skills:
- Promote a focused use of the arts as tool for promoting emotional regulation in educational settings;
- Encouraging the use of international literature to promote scientific interests and inquiry.
By the study of Emotion processing in different cultural contexts: perception, art and communication
the student will be able to achieve the following training objectives.
Knowledge and understanding:
- Understand the main theoretical approaches and methods for the study of emotions;
- Understand emotion functioning and regulation in the framework of cognitive neuroscience;
- Tell diverse forms of artistic expression and communication
- Understand how the psychology of emotion and – more in general - the dynamic interplay between emotions and cognitive processes has been used to study arts, music, communication and diverse forms of artistic expression (e.g., cinema, dance, literature, etc.);
Applying knowledge and understanding:
- Apply knowledge on emotion functioning in educational settings;
- Use theoretical knowledge about emotion functioning to support the development of educational interventions and promote wellbeing;
Making judgements:
- Develop a critical thinking and make comparisons between the different approaches for educational scopes;
- Develop a critical thinking about educative interventions targeted to promote wellbeing and emotion regulation skills;
Communication skills:
- Being aware of emotion functioning in persuasive communication
- Read and understand a scientific article;
- Disseminate research data to expert (colleagues, professionals, clinicians, stakeholder) and non-expert (e.g., parents) audiences;
Learning skills:
- Promote a focused use of the arts as tool for promoting emotional regulation in educational settings;
- Encouraging the use of international literature to promote scientific interests and inquiry.
teacher profile teaching materials
1) Stefano Mastandrea - Psicologia e arte: verso un’estetica empirica (doi: 10.1421/96586) Giornale italiano di psicologia (ISSN 0390-5349) Fascicolo 1, marzo 2020;
2) Mastandrea S, Fagioli S and Biasi V (2019) Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion. Front. Psychol. 10:739. doi: 10.3389/fpsyg.2019.00739
3) Freedberg D, Gallese V. Motion, emotion and empathy in esthetic experience. Trends Cogn Sci. 2007 May;11(5):197-203. doi: 10.1016/j.tics.2007.02.003. Epub 2007 Mar 7. PMID: 17347026.
OR:
1) Chatterjee A, Vartanian O. Neuroscience of aesthetics. Ann N Y Acad Sci. 2016 Apr;1369(1):172-94. doi: 10.1111/nyas.13035. Epub 2016 Apr 1. PMID: 27037898.
2) Mastandrea S, Fagioli S and Biasi V (2019) Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion. Front. Psychol. 10:739. doi: 10.3389/fpsyg.2019.00739
3) Freedberg D, Gallese V. Motion, emotion and empathy in esthetic experience. Trends Cogn Sci. 2007 May;11(5):197-203. doi: 10.1016/j.tics.2007.02.003. Epub 2007 Mar 7. PMID: 17347026.
All the articles are available at the course's formonline webpage: https://formonline.uniroma3.it/course/view.php?id=1516
Programme
The course will address the cognitive and affective mechanisms that underpin the social relationships. The covered topics will focus on the dynamic sinergy between the mind-body union, by proposing a redefinition of the relationships between emotions and other mental domains according to the perspective of modern cognitive science. Ample space will be given to new theories according to which the mind, conceived in its cognitive and emotional aspects, is one with the corporeality and is aimed at the action and the surrounding social environment. In particular, the following topics will be covered: 1) embodied simulation and rejection of the brain metaphor as a "computer"; 2) reward mechanisms and somatic marker theory; 3) the sensorimotor bases of intersubjectivity; 4) Language as action; 5) emotion and embodied cognition; 6) Mirror neurons and the social dimension of emotions; 7) motor contagion and empathyCore Documentation
The oral exam will focus on the following articles:1) Stefano Mastandrea - Psicologia e arte: verso un’estetica empirica (doi: 10.1421/96586) Giornale italiano di psicologia (ISSN 0390-5349) Fascicolo 1, marzo 2020;
2) Mastandrea S, Fagioli S and Biasi V (2019) Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion. Front. Psychol. 10:739. doi: 10.3389/fpsyg.2019.00739
3) Freedberg D, Gallese V. Motion, emotion and empathy in esthetic experience. Trends Cogn Sci. 2007 May;11(5):197-203. doi: 10.1016/j.tics.2007.02.003. Epub 2007 Mar 7. PMID: 17347026.
OR:
1) Chatterjee A, Vartanian O. Neuroscience of aesthetics. Ann N Y Acad Sci. 2016 Apr;1369(1):172-94. doi: 10.1111/nyas.13035. Epub 2016 Apr 1. PMID: 27037898.
2) Mastandrea S, Fagioli S and Biasi V (2019) Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion. Front. Psychol. 10:739. doi: 10.3389/fpsyg.2019.00739
3) Freedberg D, Gallese V. Motion, emotion and empathy in esthetic experience. Trends Cogn Sci. 2007 May;11(5):197-203. doi: 10.1016/j.tics.2007.02.003. Epub 2007 Mar 7. PMID: 17347026.
All the articles are available at the course's formonline webpage: https://formonline.uniroma3.it/course/view.php?id=1516
Type of delivery of the course
The course is articulated in 18 hours of lectures (9 meeting of 2h each). Class attendance is optional but highly recommended. Attending and non-attending students can register on the dedicated page of the Laboratory in the "Formonline" platform to obtaining course material (i.e., the slides presented during the lessons, required bibliography, etc.), participating in discussion forums and performing practical exercises proposed in the classroom. The course is held in English. In case of extension of COVID-19 health emergency, the course will be held online via Microsoft Teams environment.Type of evaluation
The final exam will consist of an oral test The online exam registration is mandatory by the due deadline for each exam. The exam registration is due online on the Student Portal. Students with disabilities must contact the teacher a few days before the exam to define exam arrangement. In case of extension of COVID-19 health emergency, the exam will be written and held online via the e-learning platform Formonline and Respondus Lockdown Browser. teacher profile teaching materials
By the study of Emotion processing in different cultural contexts: perception, art and communication
the student will be able to achieve the following training objectives.
Knowledge and understanding:
- Understand the main theoretical approaches and methods for the study of emotions;
- Understand emotion functioning and regulation in the framework of cognitive neuroscience;
- Tell diverse forms of artistic expression and communication
- Understand how the psychology of emotion and – more in general - the dynamic interplay between emotions and cognitive processes has been used to study arts, music, communication and diverse forms of artistic expression (e.g., cinema, dance, literature, etc.);
Applying knowledge and understanding:
- Apply knowledge on emotion functioning in educational settings;
- Use theoretical knowledge about emotion functioning to support the development of educational interventions and promote wellbeing;
Making judgements:
- Develop a critical thinking and make comparisons between the different approaches for educational scopes;
- Develop a critical thinking about educative interventions targeted to promote wellbeing and emotion regulation skills;
Communication skills:
- Being aware of emotion functioning in persuasive communication
- Read and understand a scientific article;
- Disseminate research data to expert (colleagues, professionals, clinicians, stakeholder) and non-expert (e.g., parents) audiences;
Learning skills:
- Promote a focused use of the arts as tool for promoting emotional regulation in educational settings;
- Encouraging the use of international literature to promote scientific interests and inquiry;
Programme
INGLESEBy the study of Emotion processing in different cultural contexts: perception, art and communication
the student will be able to achieve the following training objectives.
Knowledge and understanding:
- Understand the main theoretical approaches and methods for the study of emotions;
- Understand emotion functioning and regulation in the framework of cognitive neuroscience;
- Tell diverse forms of artistic expression and communication
- Understand how the psychology of emotion and – more in general - the dynamic interplay between emotions and cognitive processes has been used to study arts, music, communication and diverse forms of artistic expression (e.g., cinema, dance, literature, etc.);
Applying knowledge and understanding:
- Apply knowledge on emotion functioning in educational settings;
- Use theoretical knowledge about emotion functioning to support the development of educational interventions and promote wellbeing;
Making judgements:
- Develop a critical thinking and make comparisons between the different approaches for educational scopes;
- Develop a critical thinking about educative interventions targeted to promote wellbeing and emotion regulation skills;
Communication skills:
- Being aware of emotion functioning in persuasive communication
- Read and understand a scientific article;
- Disseminate research data to expert (colleagues, professionals, clinicians, stakeholder) and non-expert (e.g., parents) audiences;
Learning skills:
- Promote a focused use of the arts as tool for promoting emotional regulation in educational settings;
- Encouraging the use of international literature to promote scientific interests and inquiry;
Core Documentation
Damien Freeman, 2012, "Art's Emotions: Ethics, Expression and Aesthetic Experience". RoutledgeType of delivery of the course
18 hoursType of evaluation
Written and oral exam