Divided into participatory lectures and workshops, the course aims at giving the future teacher the specific disciplinary skills related to the History of Art and Architectures, with specific reference to the international twentieth century. The study of descriptive geometry and the conscious use of drawing aims at strengthening the pre-existing graphic skills of each student in order to provide an indispensable and multi-purpose educational instrument. At the same time, the course aims at developing teaching skills needed for organising the curriculum and the teaching/learning process starting from the Art and Image program instructions coming from the ministry of education.
The student knows the art of the nineteenth and twentieth century, the graphic techniques of representation and the program instructions coming from the ministry of education referred to the School of Infancy and Primary School.
the student can perform a formal and iconographic analysis. He also knows how to use graphic techniques such as Monge's projections, the central and accidental perspective. He can design specific educational courses starting from the individual student's educational needs and different cognitive styles.
the student can assess the teaching and methodological needs in order to define appropriate disciplinary paths, understands the different needs of the class group and the individual student.
the student knows how to decline and choose the appropriate educational resources using the means provided by the school and by the historical and artistic territory of belonging
the student knows how to make educational and methodological choices useful to the learning success of the individual pupil moving from a specific analysis of the needs and the different learning styles
The student knows the art of the nineteenth and twentieth century, the graphic techniques of representation and the program instructions coming from the ministry of education referred to the School of Infancy and Primary School.
the student can perform a formal and iconographic analysis. He also knows how to use graphic techniques such as Monge's projections, the central and accidental perspective. He can design specific educational courses starting from the individual student's educational needs and different cognitive styles.
the student can assess the teaching and methodological needs in order to define appropriate disciplinary paths, understands the different needs of the class group and the individual student.
the student knows how to decline and choose the appropriate educational resources using the means provided by the school and by the historical and artistic territory of belonging
the student knows how to make educational and methodological choices useful to the learning success of the individual pupil moving from a specific analysis of the needs and the different learning styles
teacher profile teaching materials
• Colour as shape and meaning.
• Use of graphic representation techniques: Monge’s projection and elements of central (distance point method) and accidental (extension of
sides or joints) projection.
• From the Early Nineteenth Century to the artistic avant-gardes of the twentieth century and subsequent developments
• Motivational aspects in the graphic expression of the child
• The graphic sign from the aniconic phase to the symbolic phase in developmental age
• Knowledge and analysis of the National Curriculum Indications (2012) and recent revisions (National Indications and New Scenarios, 2017)
• Analysis and design of educational and learning courses for preschool and elementary school children
• Argan G.C., L’arte moderna, Firenze 1970 (e successive), dal testo deve essere esclusa l’appendice di Achille Bonito Oliva e altre schede critiche non a firma dell’autore.
• Arnheim R., Arte e percezione visiva, Milano 2005, solo capp.: 4 Sviluppo e 7 Colore
• Dorfles G., Pinotti A., Manuale di disegno, Bergamo 2014, (procedure di costruzione dei poligoni regolari, prospettiva centrale (metodo dei punti di distanza) e prospettiva accidentale (metodo del prolungamento dei lati o delle fughe)
• Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981
• Indicazioni nazionali per il curricolo, della scuola dell’infanzia, e del primo ciclo d’istruzione, in Annali della Pubblica Istruzione, Le Monnier, 2012, successiva integrazione 2017 (parti relative la disciplina di Arte e Immagine)
Programme
• Composition of the structural elements of visual grammar, with reference to analysis of the iconic message, signs of iconography and iconology.• Colour as shape and meaning.
• Use of graphic representation techniques: Monge’s projection and elements of central (distance point method) and accidental (extension of
sides or joints) projection.
• From the Early Nineteenth Century to the artistic avant-gardes of the twentieth century and subsequent developments
• Motivational aspects in the graphic expression of the child
• The graphic sign from the aniconic phase to the symbolic phase in developmental age
• Knowledge and analysis of the National Curriculum Indications (2012) and recent revisions (National Indications and New Scenarios, 2017)
• Analysis and design of educational and learning courses for preschool and elementary school children
Core Documentation
Riferimenti bibliografici fondamentali• Argan G.C., L’arte moderna, Firenze 1970 (e successive), dal testo deve essere esclusa l’appendice di Achille Bonito Oliva e altre schede critiche non a firma dell’autore.
• Arnheim R., Arte e percezione visiva, Milano 2005, solo capp.: 4 Sviluppo e 7 Colore
• Dorfles G., Pinotti A., Manuale di disegno, Bergamo 2014, (procedure di costruzione dei poligoni regolari, prospettiva centrale (metodo dei punti di distanza) e prospettiva accidentale (metodo del prolungamento dei lati o delle fughe)
• Munari B., Il laboratorio per bambini a Brera. Progetto e metodo del primo laboratorio per bambini alla Pinacoteca di Brera a Milano 1977, Bologna 1981
• Indicazioni nazionali per il curricolo, della scuola dell’infanzia, e del primo ciclo d’istruzione, in Annali della Pubblica Istruzione, Le Monnier, 2012, successiva integrazione 2017 (parti relative la disciplina di Arte e Immagine)
Reference Bibliography
Testi consigliati De Micheli M., Le Avanguardie artistiche del Novecento, Milano 1996, (si consigliala lettura dei manifesti) Itten, J., Arte del colore, Milano 2002. Kandinskij W., Lo spirituale nell’arte Milano 2007. Menna F., La linea analitica dell’arte moderna, Torino 1999. Munari B., Fantasia, Bari 2009.Type of delivery of the course
• Participatory and interactive lectures • Workshops and field trips • Graphic tutorialsType of evaluation
In the following order, the candidate must stand: 1. A graphical test (central and/or accidental prospect as per the program) lasting one (1) hour. The oral part of the test can be taken only if a score of 18/30 has been obtained. 2. An oral test on specific disciplinary contents, the motivational, didactic and methodological aspects inherent to didactic planning. The candidate must demonstrate knowledge and ability to discuss at least two of the three questions presented.