Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Attenzione ed esperienza estetica nella comunicazione didattica Indagini empirico-sperimentali condotte sul campo: principali risultati

Valeria Biasi, Giovanni Moretti, Arianna Morini, Nazarena Patrizi

Abstract


The general objective of this experimentation concerns the study of the effect of the didactic intervention oriented towards the artistic experience, on the levels of attention and positive emotional involvement (aesthetic emotion) of the students belonging to the classes where the teachers thus formed work; this in comparison with parallel classes in which such innovative teaching is not yet applied and which therefore act as control classes. A platform has been developed for the teacher training, which has allowed the use of artistic materials (artistic videos and virtual museum visits of visual works) as integration and support of curricular contents. Moreover, illustrated books, art books, illustrated and interactive e-books, dedicated apps have been introduced in the school context. The volunteer teachers are involved in the 2019/2020 school year, in 4 primary school classes and 4 secondary school classes. Naturally, the respective control classes were also set up where regular didactic activity was carried out without specific training of the respective teachers, who will always be able to access in the following school year. This aesthetic enrichment of the teaching message has significantly favored the attentional processes and the positive emotional involvement of the learners, functional to learning.


Keywords


Aesthetic emotion; Attention; Didactics; Experimentation on the field; Teacher training.

Full Text:

PDF

References


Biasi, V. (2010). Processi affettivi e dinamiche della conoscenza. Milano: Guerini & Associati.

Biasi, V. (2017a). Dinamiche dell’apprendere. Schemi mentali, interessi e questioni didattico-valutative. Roma: Carocci.

Biasi, V. (2017b). Didattica digitale e relazione educativa virtuale. Una indagine empirica sull’efficacia dei sistemi audio-video nella didattica on-line per la scuola secondaria di secondo grado e l’università / Digital learning and virtual educational relationship. An empirical study on the effectiveness of audio-video systems in the on-line teaching for high school and university. Formazione & Insegnamento, XV, 1, 69-79.

Biasi, V., & Patrizi, N. (2017). La dimensione psico-pedagogica. Apporti della psicologia dell’apprendimento per l’individualizzazione dei processi di insegnamento-apprendimento: temi per la formazione dei docenti partecipanti al Progetto PRIN. In G. Domenici (a cura di), Successo formativo, Inclusione e Coesione Sociale: Strategie Innovative. Strategie didattiche integrate per il successo scolastico e l’inclusione. Volume Primo (pp. 353-376). Roma: Armando.

Biasi, V., Bonaiuto, P., & Cordellieri, P. (2004). La componente estetica nella comunicazione didattica. Opportunità offerte dalle nuove tecnologie. TD Tecnologie Didattiche, 1, 4-13.

Biasi, V., Bonaiuto, P., & Cordellieri, P. (2009). Le indagini sperimentali sui rapporti fra emozione estetica e apprendimento della Psicologia. Filmati didattici in tema di Creatività e Convergenza. In P. Bisiacchi, P. Boscolo, N. et al. (a cura di), Verso una nuova qualità dell’insegnamento e apprendimento della Psicologia. III. Università degli Studi di Padova, 2009 (pp. 81-90). www.conv.didattica.psy.unipd.it

Bonaiuto, P. (1970). Indicazioni psicologiche per la didattica delle arti visive. Paper presented at the 1st International Meeting "Arts and Didactics", Venice. Pubbl. anche in La Biennale di Venezia, 1972, 21, 18-42.

Cahill, M., & McGill-Franzen, A. (2013). Selecting “App”ealing and “App”ropriate book apps for beginning readers. Reading Teacher, 67(1), 30- 39.

Dank-McGhee, K. and Slutsky, R. (2007) The Impact of Early Art Experiences on Literacy Development. Reston, VA: National Art Education Association.

Domenici, G. (a cura di). (2017). Successo formativo, Inclusione e Coesione Sociale: Strategie Innovative. Strategie didattiche integrate per il successo scolastico e l’inclusione. Volume Primo. Roma: Armando.

Gasparini, L. (2014). Artefatti di lettura. Testualità, transtestualità ed enciclopedia come basi per i nuovi scenari nell’editoria. Politecnico di Milano. Disponibile in www.politesi.polimi.it

Hamblen, K. A. (1984). An art criticism questioning strategy within the framework of Bloom's taxonomy. Studies in art education, 26(1), 41-50.

Hsiao, C. Y. (2010). Enhancing children's artistic and creative thinking and drawing performance through appreciating picture books. International Journal of Art & Design Education, 29(2), 143-152.

Huck, C.S. (2004). Children's Literature in the Elementary School. Boston, MA: McGraw-Hill.

Huang, H. W., & Hsu, H. C. (2004). A study of creative thinking in the teaching of picture book making: observation, imagination and reorganization. Research in Arts Education, 8, 29-71.

Janet, E. (2009). Creative and aesthetic responses to picturebooks and fine art. Education 3-13, 37(2), 177-190.

Klein, M. (1932). The Psycho-analysis of Children. London: Hogart.

Kiefer, B. Z. (1986). The child and the picture book: Creating live circuits. Children's Literature Association Quarterly, 11(2), 63-68.

Leonard, K., Hafford-Letchfield, T., & Couchman, W. (2018). The impact of the arts in social work education: A systematic review. Qualitative Social Work, 17(2), 286–304.

Ma, M. Y., Wei, C. C., & Lin, Y. C. (2014). An Attractiveness Evaluation of Picture Books Based on Children's Perspectives. In UMAP Workshops, 87-92. Retriewed from https://pdfs.semanticscholar.org/1940/9c4504133d8abcac7a26dfe5a482cbb7f076.pdf

Mastandrea, S., Fagioli, S. & Biasi, V. (2019). Art and Psychological Well-Being: Linking the Brain to the Aesthetic Emotion. Frontiers in Psychology, 10, article 739. doi: 10.3389/fpsyg.2019.00739

Mazzocchi, G. M., Molin, A., & Poli, S. (2000). Attenzione e metacognizione. Come migliorare la concentrazione della classe. Trento: Erikson.

Metzger, W. (1965). The influence of aesthetic examples. In G. Kepes (Ed.), Education of Vision. New York: Braziller.

Moretti, G., & Morini, A. (2014). Ricerca esplorativa sull’introduzione di e-book in classi quinte di scuola primaria. Journal of Educational, Cultural and Psychological Studies, 10, 443-460.

Morini, A. (2017). Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico. Anicia: Roma.

Murray, J. H. (2011). Inventing the medium: principles of interaction design as a cultural practice. The MIT Press.

Rieger, K. L., & Chernomas, W. M. (2013). Arts-based learning: Analysis of the concept for nursing education. International Journal of Nursing Education Scholarship, 10(1), 1-10.

Schugar, H. R., Smith, C. A., Schugar, J. T. (2013). Teaching with interactive picture e-books in grades K-6. The Reading Teacher, 66(8), 615-624.

Sharp, P. (1976). Aesthetic Response in Early Education, Art Education, 29(5), 25-34.

Wikert, J. (2012). HTML5, EPUB 3, and Ebooks vs. Web Apps. In O’Reilly Tools of Change for Publishing. http://toc.oreilly.com/2012/09/html5- epub-3-and-ebooks-vs-web-apps.html

Wikström, B.-M. (2011). Works of Art as a Pedagogical Tool: An Alternative Approach to Education. Creative Nursing, 17(4), 187–194. https://doi.org/10.1891/1078-4535.17.4.187

Yokota, J., Teale, W. H. (2014). Picture books and the digital world, Educators Making Informed Choices, The Reading Teacher, 67(8), 577- 585.




DOI: https://doi.org/10.7358/ecps-2019-020-bias



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi