OVERVIEW

For artistic education, it is considered the learning of drawing and painting techniques and anything else to express ideas and emotions. The 5 senses allow us to come into contact with the world and through the learning of expressive ways to relate to it.

We do not want to talk about artistic education today, but about creativity.

Our job is to clarify how and how a child learns about the world through the images.

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

One of the most powerful self-presentation means that man has / created is the image.

Creativity is a faculty of being alive, part of your DNA, is an integral part of each of us, there is no living being that is not 'creative', otherwise it would be a 'dying'.
Art is something different, we can define it as the most complete expression of human history because it collects the rational aspects of thought, processes them through emotions and communicates them to a spiritual plan.
There is no art without creativity, but there can be no creativity without art.

"The child plays, draws or paints in a symbolic language of a millennial antiquity, in which even the adult, consciously or unconsciously, through all times in all civilizations, has given expression to its entirety." (Dora M Kalff, The game of sand,)

Drawing attention to the concept of 'image' dissociated from 'art' allows us to work with greater awareness in the field of education in compulsory schools, although often the production methods derived from the two concepts are similar.

Critical reading of an image, ability to formulate a creative project based on the elaboration of a concept through the manipulation of images.

TEACHING METHODS

Lecture with audiovisual media, manual laboratory activities. Visits outside Creative Work Centers.

SYLLABUS/CONTENT

By studying and comparing the signs of rock art, childish design, art of madness, and contemporary artistic production, we will start a critical consciousness that will enable us to design education courses for the basic creative image for l 'learning and the evolution of childhood.

Creation and implementation of practical examples of manual creative wor

RECOMMENDED READING/BIBLIOGRAPHY

THE ART OF THE SPOLES AND IRREGULAR ART, G. Mangiapane, A.M. Pecci, V. Porcelain (edited by) Art of margins. Art Brut collections, relational creativity, education to difference

Milano: Franco Angeli, 2013.

Wiktor Lowenfeld, W. Lambert Brittan - Creativity and mental development, Ed. Giunti Barbera 1984
  R. Kellogg Analysis of child art, Il Punto Emme edizioni. 1979, Milan.
A. Leroi-Gourhan, The roots of the world, Jaca Book, 1983
E. Anati, The roots of culture, Jaca Book 1992.
E. Anati, Origins of Art and Conceptuality. Jaca Book, 1988.

Bruno Munari, Fantasy, Laterza Economics, Bari Rome 2017

 Gillo Dorfles, The becoming of the arts, Reprints Einaudi, 1975, Turin.
 Gillo Dorfles,  Fatti e Fattoidi, The pseudoevents in art and society, Neri Pozzi 1997, Vicenza.

TEACHERS AND EXAM BOARD

Exam Board

GIACOMO MONTANARI (President)

CARLO MERELLO

LESSONS

LESSONS START

Wednesday 17 hours 10 in the FA5 laboratory classroom

Class schedule

VISUAL EDUCATION

EXAMS

EXAM DESCRIPTION

ORAL

Exam schedule

FURTHER INFORMATION

It will evaluate the work produced in the laboratory and at home based on the instructions given by the teacher