B024381 - DRAWING WITH ART & IMAGE WORKSHOP

italian

The elements that constitute the visual language and their composition; the techniques of graphic representation, from traditional drawing, to the use of new technologies; all those expressive languages of communication suitable for image and drawing education.

BASE
National curriculum directions for kindergarten and first cycle of education (MIUR 2012)
Edwin Abbott Abbott (1966). Flatlandia
Italo Calvino (1972). Le città invisibili Munari B. Fantasia. Bari: Laterza

INTRODUCTION TO VISUALITY
- Munari B. Da cosa nasce cosa. Bari: Laterza.
- Munari B. Design e comunicazione visiva.
OPTIONAL:
- Calvani A. et al., Principi di comunicazione visiva e multimediale. Fare didattica con le immagini, Carocci, Roma, 2011
- Cornoldi C., Mammardella N. e Pazzaglia F., Psicologia dell’apprendimento multimediale. E-learning e nuove tecnologie, Il Mulino, Bologna, 2005
- Farné R., Iconologia didattica. Le immagini per l'educazione: dall'Orbis Pictus a Sesame Street, Bologna, Zanichelli, 2002
- Farnè R., Diletto e giovamento. Le immagini e l’educazione, UTET università, Torino, 2006.
- Lepri C., Le immagini raccontano. L’iconografia nella formazione dell’immaginario infantile, ETS, Pisa, 2016.
- Maragliano R., Parlare le immagini. Punti di vista, Apogeo, Milano, 2008
- Marangi M., Insegnare cinema, Utet, Torino, 2004
- Novak J., Costruire mappe concettuali- Strategie e metodi per utilizzarle nella didattica, 2012, Erickson //cmap.ihmc.us

GRAPHIC REPRESENTATION: MODELS, METHODS, TECHNIQUES
- Aterini B (2006). Introduzione ai metodi di rappresentazione della geometria descrittiva. Firenze: Alinea.
- Bini, M. (2002). Tecniche grafiche e rappresentazione degli elementi dell’architettura. Firenze: Alinea.
- Docci M. (2009) Disegno e analisi grafica. Con elementi di storia dell'arte. Con espansione online, Laterza Edizioni Scolastiche
OPTIONAL:
- Munari B. Toc Toc. Bari: Laterza.
- Edwards B., Il nuovo Disegnare con la parte destra del cervello, Longanesi, Milano, 2002
- Lombardi M., Educazione visiva. Dal segno all’immagine, Ranica, Edizioni Junior, 2002.

HERITAGE AND ART EDUCATION
- Manuale di Storia dell’Arte per le scuole superiori
- Dorfles G., Angela Vettese, Storia dell’arte per le superiori. Novecento e oltre, Bergamo, Ed. Atlas
- Dorfles G., Angela Vettese e Marcello Ragazzi, Arte. Artisti, opere e temi. Con espansione online. Per le Scuole superiori, Bergamo, Ed. Atlas)
- Dorfles G. & Vettese A., Arte 3. Artisti, opere e temi. Dal Postimpressionismo ad oggi, Bergamo, Atlas, 2011.
- De Seta C., Perché insegnare la storia dell’arte, Donzelli, Roma, 2008.

CHILDHOOD DRAWING
- Cannoni E., Il disegno dei bambini, Carocci editore, Roma, 2017 [1. ed., 2003]
- Oliviero Ferraris A., Il significato del disegno infantile, Bollati Boringhieri editore, Torino 2012
- Longobardi C., Pasta T. e Quaglia R., Manuale di disegno infantile. Vecchie e nuove prospettive in ambito educativo e psicologico, UTET Università, Novara, 2012.

To provide the theoretical foundations, knowledge of tools and application of methodologies aimed at promoting the use of drawing as a means of describing reality and representing ideas and concepts. Teaching is also aimed at the acquisition of a conscious use of visual language in the educational-didactic area.
Exercises aim to concretize theoretical concepts through manual experience with the production of traditional (freehand drawing) and digital materials.

Prerequisites related to knowledge of basic vocabulary related to elementary plane and solid geometry are required.

The Course includes related frontal lecture activities and individual and group exercises. The student will be confronted with practical drawing activities derived from theoretical learning. Student-professor and student-to-student discussions will also be held.
The Laboratory is conducted in group exercise mode.

Practice and laboratory materials:
- course notebook: binder with blank sheets for exercises
- Laptop computer and related data transfer media

Any specific materials will be indicated prior to the dates concerned.

INFORMATION FOR NON-ATTENDING STUDENTS
Equal to the students present in the classroom, non-attending students should study the books written in the bibliography, produce and hand in the "course notebook" containing the exercises as they are carried out. Produce and hand in the Invisible Cities Table and one other paper of their choice between the realization of the unreadable book and the book in motion. Group work in a maximum of 4 people and one attending is recommended to facilitate the work to be done. The examination of the course on the scheduled dates includes: handing over to the lecturer the papers produced during the course such as the "course notebook" containing the exercises. On the day of the exam, there will be a discussion of the outcomes of the course work through delivery of the required final papers and ppt presentation.

INFORMATIONS FOR VALIDATION OF 2CFU.
Final work done individually.
The final exam for the validation of 2 cfu consists of the study of reference books and the production of a final paper of your choice between making an "unreadable book" or a "moving book." Choice to be communicated to the lecturer, I recommend attendance at future reviews to monitor the progress of the production of the final paper.
On the day of the exam, there will be a discussion of the outcomes of the work done, through delivery of the required paper and brief ppt presentation of the project to the professor.

The course examination on the scheduled dates includes:
Handing in the papers produced during the course such as the "course notebook" containing the exercises. The individual growth path of each student, the expressiveness acquired and the ability to use all the graphic and representational techniques studied will be evaluated.

On the day of the exam, there will be a discussion of the outcomes of the work done in the course, through presentation and delivery of the required final papers.
Elaborate 0_produce and hand in the "course notebook" containing the exercises that are carried out as they are done. (individual)
Elaborate 1_produce and hand in the Invisible Cities Table. (to be done in groups)
Elaborate 2_a choice between making the unreadable book and the book in motion. (to be carried out in groups)

Group work in a maximum of 4 people and one attending is recommended to facilitate the work to be done.

Evaluation criteria: ability to expose the topics; ability to critically reason about the realized study; proficiency in the use of specialized vocabulary, effectiveness, linearity.

The Drawing Course with the Drawing Lab, therefore, will result in only one grade in thirtieths.

Topics:
National indications for the curriculum of kindergarten and the first cycle of education (MIUR 2012) regarding image and the art and image section.
Drawing as an expressive code and tool for interpretation; Geometric systems; Drawing tools: from pencil to digital; Graphic representation; Manual and instrumental graphic techniques; Visual perception and image composition.
Concepts necessary for digital representation; Two-dimensional representation systems and hints on three-dimensionality; Graphic image processing; Geometric transformations of the image; Tools for graphic communication; Layout systems.
Heritage and art education; New technologies; Communication and outreach.

xxx