DIDATTICA DELLA STORIA DELL'ARTE

Antonella TROTTA DIDATTICA DELLA STORIA DELL'ARTE

0322400048
DEPARTMENT OF CULTURAL HERITAGE
EQF7
ART HISTORY AND CRITICISM
2019/2020

YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2016
SECONDO SEMESTRE
CFUHOURSACTIVITY
630LESSONS
Objectives
THE COURSE PRESENTS MODELS OF DESCRIPTION AND INTERPRETATION OF THE OBJECTS OF ART AND PROVIDES CRITICAL AND SPECIALIST TOOLS, UPDATED ON THE MOST RECENT GUIDELINES OF THE DISCIPLINE, TO RECOGNIZE AND DESIGN EFFECTIVE EDUCATIONAL ACTIONS, STARTING ALSO FROM THE CONSIDERATION OF THE NATURE OF THE HISTORY OF ART AS A VALUE SYSTEM FOR THE CONSTRUCTION OF INDIVIDUAL AND COLLECTIVE CITIZENSHIP IDENTITIES.
KNOWLEDGE AND UNDERSTANDING:
STARTING FROM THE ANALYSIS OF MODELS OF DESCRIPTION AND INTERPRETATION OF ART OBJECTS, STUDENTS WILL GET AWARE OF THE MOST UPDATED METHODS TO DESIGN EFFECTIVE EDUCATIONAL ACTIONS IN THE FIELD.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING:
WITH THE KNOWLEDGE AND THE ACQUIRED INSTRUMENTS, STUDENTS WILL BE ABLE TO SELECT EDUCATIONAL CONTENTS AND OBJECTIVES IN ORDER TO PROJECT EFFECTIVE EDUCATIONAL ACTIONS IN THE FIELD.
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, APPLIED TO OBJECTS CHOSEN IN A WIDE CHRONOLOGY, FROM THE MIDDLE AGES TO THE CONTEMPORARY AGE, THE COURSE INVITES REFLECTION ON CENTRAL THEMES FOR THE DISCIPLINE, LIKE THE PERIODIZATION, THE CONTEXT, THE MEANING, THE STYLE, BUT ALSO THE GAP BETWEEN VERBAL AND VISUAL, IN ORDER TO SUGGEST STRATEGIES TO LEARN TO SEE, BUT ABOVE ALL TO LEARN TO SHOW, THE WORKS OF ART IN AN ACTIVE AND CRITICAL WAY.
Teaching Methods
LESSONS, LECTURES, WORKSHOPS
Verification of learning
ORAL. DURING THE EXAM, IT WILL BE ASSESSED: THE KNOWLEDGE AND THE DEGREE OF UNDERSTANDING; THE ABILITY TO APPLY AND EXPOSE THE KNOWLEDGE ACQUIRED BY EXPRESSION APPROPRIATE.
Texts
O. ROSSI PINELLI, A CURA DI, LA STORIA DELLE STORIE DELL’ARTE, TORINO 2014, PP. 398-490; C. DE SETA, PERCHÉ INSEGNARE LA STORIA DELL’ARTE, DONZELLI, ROMA 2008; A. GHIRARDI, C. FRANZONI, INSEGNARE LA STORIA DELL’ARTE, CLUEB, BOLOGNA 2009, PP. 23-51; 69-82; 109-122;
ALTRI MATERIALI DIDATTICI:
HTTP://WWW.ANISA.IT/ARGOMENTI/NORMATIVA/N
OTHER TEXTS:
HTTP://WWW.ANISA.IT/ARGOMENTI/NORMATIVA/NORMATIVA-DI-SETTORE/
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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