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

LEARNING OUTCOMES

The activity of the Image Education laboratory focuses on two interconnected moments, one theoretical, the other practical. With the theoretical phase we intend to investigate the concept of image in its broadest sense, thus understanding Gestalt that go beyond the concept of visual art. With the practical phase, the ideas developed through manual experience are given substance with the production of creative material of a graphic, pictorial and plastic type. It is with this dimension of the image that we have to confront, that is to pay attention to the concept of 'image' separate from that of 'art', thus excluding judgments of both aesthetic and formal value. Our goal is not to train artists or art critics but to formulate logical bases for understanding the learning processes of children through the language of drawing. Then acquire a critical awareness that allows us to work with consciousness to design image education courses for both kindergarten and primary school.

AIMS AND LEARNING OUTCOMES

Our goal is to formulate logical bases to understand the learning processes of children through the language of drawing, that is, to learn to read a fundamental tool for understanding creatures from childhood to the end of the primary school cycle. If we give space to drawing, both in nursery and primary school, the phenomena of DYSGRAPHY and DYSLEXIA, or even DYSCALCULIA, will certainly be less impactful, because drawing develops internal verbal thought, develops intelligence, initiates abstract thought, develops the muscular abilities of the arm and hand, allows dialogue with oneself and the expression of any discomfort. Drawing is the main tool of expression and self-expression that children have to know themselves and the world around them; understanding its meaning is understanding its message, its word. Therefore, the goal of learning is to acquire a critical awareness that allows us to work with awareness to design image education courses for both nursery and primary school.

TEACHING METHODS

Classroom lessons, with Teams connection for those who cannot be present, with use of PCs for the projection of cards with Power Point program.

Classroom activities for the production of manual graphic experiences for the construction of educational images with the use of graphic-pictorial material.

Production of a thesis with about 25 images through their critical reading.

Students with DSA (Specific Learning Disorders) certification, disabilities or other special educational needs are advised to contact the teacher at the beginning of the course to agree on teaching and exam methods that, in compliance with the teaching objectives, take into account individual learning methods and provide suitable compensatory tools.”

SYLLABUS/CONTENT

The lessons will be held in person, in a classroom suitable for a group of 25 people, respecting the health indications following Covid 19. Therefore, some activities will be carried out with the modifications related to the contingent situation.

The activity of the Image Education laboratory focuses on two distinct but interconnected moments, one theoretical, the other practical.

With the theoretical phase, we intend to investigate the concept of image in its broadest sense, therefore including Gestalts that go beyond the concept of visual art according to traditional canons; this through the study and comparison of the signs of rock art, children's drawing, the art of madness and the expressive modes of contemporary art.

With the practical phase, we want to give substance to the ideas developed through active manual experience with the production of creative material of a graphic, pictorial and plastic nature both within the laboratory and with possible internships in educational laboratories present in some city museums.

The program is developed over four meetings of 4 hours each.

1- U.D. Meaning of the L.E.I. and setting of the work on the image.

Art and image, connections and differences. Comparisons and considerations on the image and its meaning in relation to the concept of art.

The importance of drawing in the child's evolution.

The stage theories. Luquet, Lowenfwld and Brittain,

Practical phase:

Work on the self-portrait in various ways.

2- U.D. Children's drawing in their physical and mental development. The stages of development and their representations in nursery and primary school.

The "aesthetic-formal" school of Kellogg, comparisons with the "psycho-creative" school of Lowenfeld.

Practical phase.

The Chimera. The complex image. The concept of Chimera; association man animal in children's drawing. Anthropozoomorphic elements to be reconstructed in a visual representation in the round through collage and mixed technique.

3- U.D. The birth of culture and conceptuality in homo sapiens graffiti.

Considerations on the sign and the form through comparisons between Kellogg's stage theories and the proposals of Anati and Leroi-Gourhan. Pictograms, ideograms, psychograms and mythograms. The story of graffiti.

The creativity factor in the drawing of the sick.

Self-reflection and care linked to the liberation of energies through the creative act. Considerations on the psychopathological sign. Art Brut.

Example of psycho-projective tests as a method of observing children's expression.

Practical phase.

The rebus as a verbovisual language.

4- U.D. Modern and contemporary art; its birth as a liberation from official canons and rules. New materials, new senses and meanings of the work. New languages.

Practical phase: Papers relating to the different languages ​​of contemporary art.

1-Group work on the drawing reported by the shadows projected on 70 x 100 cm sheets.

2-Description of an intervention project in the environment suggested by different groups.

RECOMMENDED READING/BIBLIOGRAPHY

These are the recommended reference texts, even if some are out of print. In my handouts, which I will publish after the lesson, you can find a summary of the concepts developed by the cited Authors.
The Art of Fools and Irregular Art, G. Mangiapane, A.M. Pecci, V. Porcellana (edited by) Art of the Margins. Collections of Art Brut, Relational Creativity, Education to Difference. Milan: Franco Angeli, 2013.

E. Anati, The Roots of Culture, Jaca Book 1992.

E. Anati, Origins of Art and Conceptuality. Jaca Book, 1988.

A. Leroi-Gourhan, The Roots of the World, Jaca Book, 1983

Wiktor Lowenfeld, W. Lambert Brittan

Creativity and Mental Development, Ed. Giunti Barbera 1984

Claire Golomb, Children's Art, R. Cortina Ed., Milan 2004

Marthe Bernson From Scribbling to Drawing. Armando Ed.

R. Kellogg Analysis of Children's Art, Il Punto Emme editions. 1979, Milan.

Gillo Dorfles, The Becoming of the Arts, Reprints Einaudi,1975, Turin.

Gillo Dorfles Facts and Factoids, Pseudo-events in Art and Society, Neri Pozzi 1997, Vicenza.

The Manual is a mandatory study text.

AA.VV. Manual of Children's Drawing. Old and New Perspectives in the Educational and Psychological Field. UTET

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Gruppo 1 - Mercoledi  16 Ottobre 14/18      A11

Gruppo 2 - Venerdi   18   Ottobre   14/18    A11

Gruppo 3 - Sabato    19   Ottobre  9/13      A11

Gruppo 4 - Mercoledi    13   Novembre  14/18    A11

Gruppo 5 - Venerdi    22    Novembre   14/18     A11

Gruppo 6 - Sabato     23    Novembre   9/13      A11

Class schedule

VISUAL EDUCATION

EXAMS

EXAM DESCRIPTION

Discussion on what produced during the teaching of the subject, questions on the theoretical program carried out, evaluation of the graphic-critical essay, evaluation of the laboratory activity.

ASSESSMENT METHODS

Logical and critical skills, general knowledge on the topics covered in the laboratory: stadial theories on the sign of childhood and other codes for reading the image, the psychopathological sign, the paleolithic sign and the language of 20th century art. Expressive and communicative skills, ability to to relate topics belonging to different cultural fields as highlighted by the graphic languages studied. Ability to independently search and acquire information from sources not indicated in the recommended texts.

FURTHER INFORMATION

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