DIDACTICS OF HISTORY OF ART

Storia e Critica d'Arte DIDACTICS OF HISTORY OF ART

0322400048
DEPARTMENT OF CULTURAL HERITAGE
EQF7
ART HISTORY AND CRITICISM
2022/2023

YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2016
SPRING SEMESTER
CFUHOURSACTIVITY
630LESSONS
ExamDate
APPELLO FEBBRAIO16/02/2023 - 09:30
APPELLO MAGGIO25/05/2023 - 14:30
APPELLO GIUGNO15/06/2023 - 14:30
APPELLO LUGLIO13/07/2023 - 14:30
APPELLO SETTEMBRE19/09/2023 - 14:30
APPELLO DICEMBRE14/12/2023 - 14:30
Objectives
WITHIN THE FRAMEWORK OF THE RECOMMENDATIONS OF THE COUNCIL OF EUROPE ON KEY COMPETENCES FOR CITIZENSHIP, THE FARO CONVENTION AND THE STRATEGY FOR THE HERITAGE OF THE 21ST CENTURY, AND, FOR ITALY, THE GUIDELINES OF THE NATIONAL PLAN FOR NATIONAL EDUCATION AS A RESOURCE FOR CRITICAL LITERACY, THE CREATION OF "NEW MEMBERSHIPS" AND THE CONSTRUCTION OF A DEMOCRATIC AND INCLUSIVE CULTURAL CITIZENSHIP, FOR INNOVATION AND SUSTAINABILITY, THE COURSE PRESENTS THE MOST UP-TO-DATE AND USEFUL TEACHING METHODS, TECHNIQUES AND TOOLS FOR TEACHING HISTORY OF ART IN THE AREAS OF FORMAL LEARNING (THE SCHOOL, WITH THE 3 COMPETITION CLASSES INVOLVED) BUT ALSO TO DESIGN AND IMPLEMENT EFFECTIVE EDUCATIONAL ACTIONS IN THE AREAS OF NON-FORMAL LEARNING.
KNOWLEDGE AND UNDERSTANDING. THE STUDENT:
• WILL KNOW THE MOST RECENT ITALIAN AND EUROPEAN GUIDELINES IN THE FIELD OF TEACHING ART HISTORY AS HERITAGE EDUCATION;
WILL KNOW THE MOST UP-TO-DATE AND INNOVATIVE METHODS, TECHNIQUES AND EDUCATIONAL TOOLS (INCLUDING DIGITAL PLATFORMS AND SOME EXAMPLE CASES OF HERITAGE EDUCATION 2.0) FOR FORMAL AND NON-FORMAL ART HISTORY TEACHING;
- WILL UNDERSTAND THE ROLE PLAYED BY THE TEACHING OF ART HISTORY AS HERITAGE EDUCATION IN THE PUBLIC SPHERE AND, IN PARTICULAR, IN THE DEFINITION OF INCLUSIVE STRATEGIES AND CULTURAL AND DEMOCRATIC CITIZENSHIP.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING. THE STUDENT WILL BE ABLE TO:
ORGANIZE THE INFORMATION AND SPECIALIST CONTENT RELATING TO THE TRANSFORMATION OF THE DISCOURSE ON HISTORICAL-ARTISTIC HERITAGE IN THE PUBLIC SPHERE IN ITALY AND EUROPE IN A HISTORICAL, CRITICAL AND CULTURAL PERSPECTIVE;
APPLY THE KNOWLEDGE ACQUIRED TO THE CURRENT DEBATE AROUND THE METHODS OF TEACHING ART HISTORY AND ITS ROLE IN FORMAL AND NON-FORMAL LEARNING STRATEGIES;
- DESIGN AND ENHANCE HERITAGE EDUCATION ACTIONS IN THE FIELD OF FORMAL (ES. UA, CLIL, PCTO) AND NON-FORMAL (ES. EDUCATIONAL WORKSHOPS, DIGITAL STORYTELLING);
-PARTICIPATE AND MANAGE THE PROCESSES OF KNOWLEDGE, COMMUNICATION AND ENHANCEMENT OF CULTURAL HERITAGE IN THE PUBLIC SPHERE IN AN ACTIVE AND AWARE WAY.
AUTONOMY OF JUDGMENT. THE STUDENT WILL BE ABLE TO:
-SELECT AND ORGANIZE THEMES AND CONTENTS INDEPENDENTLY;
-CRITICALLY EVALUATE AND SELECT STUDY AND IN-DEPTH MATERIALS, WORK TOOLS AND METHODOLOGIES.
COMMUNICATION SKILLS. THE STUDENT WILL BE ABLE TO:
-REPRESENT AND COMMUNICATE, USING TEXT OR VIRTUAL INSTRUMENTS, RESULTS OF OWN RESEARCH OR PROCESSING;
EXPRESS AND COMMUNICATE CONTENTS RELATED TO EDUCATION IN CULTURAL HERITAGE WITH SPECIALIST VOCABULARY AND TOOLS.
LEARNING ABILITY. THE STUDENT WILL BE ABLE TO:
-USE TRADITIONAL BIBLIOGRAPHICAL TOOLS, SPECIALIZED DIGITAL RESOURCES (EX. ONLINE REPORTERS AND DIGITAL PLATFORMS FOR HERITAGE EDUCATION);
-CARRY OUT RESEARCHS , UNDERSTAND AND INTERPRET COMPLEX TEXTS, EVEN IN FOREIGN LANGUAGES, OF AN ADVERTISING OR LITERARY TYPE;
-LEARNING TO LEARN THROUGH THE CONTINUOUS UPDATING OF YOUR KNOWLEDGE WITH A CORRECT USE OF SPECIALIZED SCIENTIFIC LITERATURE.
Prerequisites
A GOOD KNOWLEDGE OF THE HISTORY OF ART HISTORY FROM THE RENAISSANCE TO THE PRESENT IS RECOMMENDED.
Contents
WHY TEACH THE HISTORY OF ART? IN ITALY, THE DISCIPLINE ENTERED SECONDARY SCHOOLS IN 1923, WITH THE GENTILE REFORM, BUT SINCE THEN THE HISTORY OF ART HAS CHANGED INCREDIBLY, AS HAS OUR RELATIONSHIP WITH OBJECTS OF ART AND IMAGES. EXPOSED TO MILLIONS OF VISUAL MESSAGES, TODAY WE ARE LESS AND LESS ABLE TO SEE, YET SEEING DETERMINES OUR PLACE IN THE WORLD, AS WELL AS THE RELATIONSHIP - NOT ALWAYS TRANSPARENT - BETWEEN WHAT WE SEE AND WHAT WE KNOW DETERMINES OUR INDIVIDUAL AND COLLECTIVE IDENTITY. THROUGH THE ANALYSIS OF A SERIES OF DESCRIPTION AND INTERPRETATION MODELS, EXEMPLARY FOR SCIENTIFIC RIGOR AND NARRATIVE AND COMMUNICATION SKILLS, THE COURSE SUGGESTS STRATEGIES TO TEACH HISTORY OF ART AS HERITAGE EDUCATION, IN AN ACTIVE AND CRITICAL WAY.
Teaching Methods
LESSONS, WORKSHOPS, PROJECT WORK
Verification of learning
ORAL EXAMINATION. THE EXAMINATION AIMS AT CHECKING THE STUDENTS' LEARNING SKILLS, THEIR DEGREE OF UNDERSTANDING; THE ABILITY TO MAKE JUDGEMENTS AND EXPRESS APPROPRIATELY.
Texts
F.VERATELLI, J. HABCY , DIDATTICA DELLA STORIA DELL'ARTE, MILANO, MONDADORI 2019; C. DE SETA, PERCHÈ INSEGNARE STORIA DELL'ARTE?, ROMA, DONZELLI 2008.LA STORIA DELL'ARTE NELLA SCUOLA ITALIANA. STORIA, STRUMENTI, PROSPETTIVE, NUMERO MONOGRAFICO DI RICERCHE DI STORIA DELL'ARTE, N. 79, 2003, PP. 5-92.
SLIDES AND FURTHER TRAINING MATERIALS WILL BE PUBLISHED ON COURSE'S WEB PAGE
More Information
STUDENTS WHO CANNOT ATTEND CLASSES HAVE TO CONTACT THE PROFESSOR.
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