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Modularte eng


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A project of art education which took place in a nursery school (Micronido Dorè) in the town of Argenta (FERRARA):
Many researches point out how crucial is the “aesthetic dimension of children's experience” as well as education projects designed to make children experience new media to communicate their feelings and thoughts.

Published in: Education, Art & Photos
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Modularte eng

  1. 1. MicroNido Dorè Modul A rte
  2. 2. Cooperativa Sociale La Pieve Comune di ARGENTA
  3. 3. <ul><li>Arts arent' intended just to share ideas. </li></ul><ul><li>They are intended to have ideas, make experiences and find new shapes to our knowledge </li></ul><ul><li>Gulbenkian Foundation </li></ul><ul><li>The reasond of an educational project about arts </li></ul><ul><li>Many researches point out how crucial is the “ aesthetic dimension of children's experience” as well as education projects designed to make children experience new media to communicate their feelings and thoughts. </li></ul><ul><li>As Brinson said, each form of art owns a very special language in order to read the world and human feeligs. </li></ul>
  4. 4. <ul><li>Visual mode makes use of light, colours, images </li></ul><ul><li>Auditory mode makes use of sounds and rhythm </li></ul><ul><li>Kinesthetic mode makes use of body movements </li></ul><ul><li>Verbal mode makes use of written and spoken words </li></ul><ul><li>Performative mode makes use of imaginary roles . </li></ul>
  5. 5. <ul><li>As Musaio wrote, art “helps in getting familiar with confrontation, to encounter what is unexpected and changeable ”. </li></ul><ul><li>Art means amazement, wonder and curIosity to us. </li></ul><ul><li>Art means transformation and giving an interpretation of the world we know. </li></ul><ul><li>Art also means encouraging aptitude for observation and let children autonomously find meanings far from any stereotyped or given explanation. </li></ul>
  6. 6. Meeting arts <ul><li>Children get closer to the word of arts playing and discovering </li></ul><ul><li>We created some convertible settings to encourage different expressive modes: </li></ul><ul><li>Open-close systems or rotating panels allow children and adult to be involved in the artworks. </li></ul><ul><li>Shapes and movement of artworks have been observed from different points of view and transformed into : </li></ul><ul><li>tridimensional reproductions, tactile works, olfactory works or suond effects </li></ul><ul><li>The pictures have been experienced through the body </li></ul><ul><li>Any children's comment, remark and reaction about tHe way they experienced works of art has been recorded. </li></ul>
  7. 7. <ul><li>“ I'm choosing a color as I could bite an apple or give my hand to a friend” </li></ul><ul><li>Emile Schumacher </li></ul>
  8. 14. <ul><li>We proposed a musical reading of some works of art : </li></ul><ul><li>Black represents loud sounds, gray medium sounds and white soft sounds. </li></ul>Sounds and rhythm
  9. 20. Lines, shapes and movement
  10. 31. Body expression
  11. 32. <ul><li>We also use some photography beacuse, as Zuckerman says “ the art of photography is based on the CONTACT with a human being, an animal, a scene or a situation...” </li></ul><ul><li>We think that art of photography also helps children in discovering new worlds, faraway beauties and creating stories. </li></ul>
  12. 36. Workshops with parents <ul><li>We involved parents and families in our project: </li></ul><ul><li>we asked them about their ideas about Art </li></ul><ul><li>as well as methods to involve children in Arts. </li></ul><ul><li>We tried to develop their ideas in the most practical way. </li></ul>
  13. 37. What art is to parents: <ul><li>A universal language ; </li></ul><ul><li>Changement in thoughts </li></ul><ul><li>Amusement and exploration ; </li></ul><ul><li>Anything beautiful ; </li></ul><ul><li>Expression of feelings, ideas, emotions </li></ul><ul><li>Creativity ; </li></ul><ul><li>Freedom - free creativity; </li></ul><ul><li>Using recovered materials; </li></ul><ul><li>Expression through your body ; </li></ul><ul><li>Photography . </li></ul>
  14. 38. Workshops with parents mandalas
  15. 41. Works of art <ul><li>Libro a parete : </li></ul><ul><li>Philip Taaffe Artificial Paradise 2008; </li></ul><ul><li>Franz Marc Fighting shapes 1914; </li></ul><ul><li>Ernst Wilhelm Nay Blauflut 1960; </li></ul><ul><li>open-Close panels i : </li></ul><ul><li>P.Klee various works </li></ul><ul><li>Pointillism: aborigen works </li></ul><ul><li>Art and Nature Panel: </li></ul><ul><li>Vasilij Kandinskij Some Circles 1926 </li></ul><ul><li>Mamie Holst Landscape before dying 2008 </li></ul><ul><li>Karin Davie Seeing spots n 1 2008 </li></ul><ul><li>From the book: Cielo e terra (mondi celati alla vista) </li></ul><ul><li>Colonie di volvox </li></ul><ul><li>Intestino </li></ul><ul><li>Polo nord celeste </li></ul><ul><li>For slideshows: </li></ul><ul><li>From the book “Creatures” by A. Zuckerman </li></ul><ul><li>Dove and Kangaroo </li></ul><ul><li>Projected works: </li></ul><ul><li>Light Tree by M.Tetesi </li></ul><ul><li>Pivot Panels: </li></ul><ul><li>M.C.Escher </li></ul><ul><li>Metamorphose; Butterflies; Fishes and scales; Whirlpools;Smaller and smaller; Path of life II. </li></ul><ul><li>Tactile Panel </li></ul><ul><li>P.Mondrian </li></ul><ul><li>Sounding Panels </li></ul><ul><li>L.Veronesi and P.Klee </li></ul><ul><li>Floor tiles </li></ul><ul><li>M. Chagall Mirò, Various works </li></ul>
  16. 42. The project took place during school year 2010/11 and has been curated by educators of Nido Dorè supervised by the pedagogic coordination office of Argenta Educators: Irene Saltari Sara Monterastelli Sandra Mantovani Mariangela Martinelli Pedagogic Coordinator: Ilaria Bosi