An Integrated Model of Reading Education to Promote the Student’s Aesthetic Experience and Creative Thinking, by G. Moretti and A. Morini

INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
Dipartimento di Scienze della Formazione
Department of Education
An Integrated Model of Reading Education to Promote
h S d ’ A h i E i d C i Thi kithe Student’s Aesthetic Experience and CreativeThinking
GIOVANNI MORETTI & ARIANNA MORINIGIOVANNI MORETTI & ARIANNA MORINI
ROMA TRE UNIVERSITY
In collaboration with
#RomaTrenonsiferma / #RomaTredoesnotstop

BIO2
G. Moretti - A. Morini, Univ. Roma Tre
BIO
Giovanni Moretti is a Full Professor at Roma Tre University,
Department of Education. He is Titular Professor of “Didactic of
Reading” and “Didactic organization and evaluative processes”
2
Reading and Didactic organization and evaluative processes
courses. He is part of the Executive Board of the Italian Society of
Didactic Research (SIRD); he is Director of the II level Post-
graduate course in “Leadership and Management in Education”
(LME)(LME).
He authored several publications and directs the editorial series:
«Formazione e Leadership educativa» (Anicia, Roma), «Sottosopra»,
«I gradini» and «Memorie» (Anicia Ragazzi, Roma).g ( g , )
The research lines in which he is involved concern the processes of
teaching-learning in presence and at a distance; the didactic-
educational planning and the evaluation of learning with reference
t di kill th i iti l d i i t h t i i thto reading skills; the initial and in-service teacher training; the
exercise of educational leadership in schools; the integrated
education system from birth to six years.
02/04/2020

3
BIO
Arianna Morini, PhD in pedagogy, is a research fellow at
RomaTre University Department of Education
3 BIO
RomaTre University, Department of Education.
She is tutor and exam committee member of the courses
“Didactic of Reading” and “Didactic organization and
evaluative processes”.
The research lines where is involved in deal in particular
with issues related to reading promotion the integratedwith issues related to reading promotion, the integrated
use of new technologies in teaching and the teachers’
professional development .
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ABSTRACT
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ABSTRACT4
The speech presents the results of an experimental empirical research where an integrated model of reading
education in primary school has been applied to promote the aesthetic experience and to help develop the
students’ creative and artistic thinking (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004). The interest of the research
was to verify if and how it is possible to qualify the didactic proposal introducing activities experiences andwas to verify if and how it is possible to qualify the didactic proposal introducing activities, experiences and
artistic materials as integration and support of the curricular contents. Particular attention was paid to illustrated
books, art books, illustrated and interactive e-books and the apps dedicated to art (Moretti, 2017; Morini, 2017).
The research involved a primary school with two experimental classes and two control classes. The data wasp y p
collected using quality-quantitative tools. In particular, the “TCD-As” (short version) was used (derived from
Williams, 1994; short version edited by Moretti, Biasi, Giuliani & Morini, 2016), the “Divergent Thought Test”
(Williams, 1994) and the “Questionnaire on the aesthetic experience” (by Wanzer et al., 2018; translated and
adapted for primary school by Biasi, Moretti & Morini, 2019). The results of the research confirm as the
innovation of teaching, enriched by an integrated model of reading education, aimed at fostering the development
of the students’ sense of aesthetics and creative thinking, has been effective and produced a statistically significant
result in the experimental group compared to the control groupresult in the experimental group compared to the control group.
Giovanni Moretti – Arianna Morini

INDEX
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INDEX5
Introduction
1. Research objective
2 R h th d l2. Research methodology
3. Activities carried out in the experimental classes
4. Picture books and illustrated and interactive e-books
5. Main research findings
Conclusion
Essential referencesEssential references
Contacts

INTRODUCTION
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INTRODUCTION6
• The speech presents the results of an experimental empirical research where an
integrated model of reading education in primary school was applied to promote
the aesthetic experience and to help develop the students’ creative and artistic
thinking (Kiefer,1986; Huck, 2004; Huang & Hsu, 2004).
The research was carried out within the interdepartmental research project of Roma Tre
University entitled «INCLUSIVE MEMORY. Promotion and development of a common and
inclusive memory through innovative museum teaching paths».

RESEARCH OBJECTIVE
02/04/2020
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RESEARCH OBJECTIVE7
• The interest of the research was to verify if and how it is possible to
qualify the didactic proposal introducing activities, experiences and artistic
t i l i t ti d t f th i l t t P ti lmaterials as integration and support of the curricular contents. Particular
attention was paid to picture books, art books, illustrated and interactive
e-books and the apps dedicated to art (Moretti, 2017; Morini, 2017).
• An integrated and interdisciplinary didactic model can be considered
strategic to promote the development of transversal skills including the
t d t ’ bilit f i d i ti d th ti dstudents’ ability of expression and communication, and the creative and
divergent thinking (Biasi, Bonaiuto & Cordellieri, 2009; Wikström, 2011;
Moretti, 2017).

FRAMEWORK
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FRAMEWORK8
Introducing picture books, art books and illustrated and interactive e-books
into the school context can help increase students' creative and artistic
thinking (Dank McGhee & Slutsky 2007; Moretti 2017; Morini 2017)thinking (Dank-McGhee & Slutsky, 2007; Moretti, 2017; Morini, 2017).
Knowing how to integrate text with illustrations allows the students to
develop more complex skills. Developing critical thinking, the ability to reflect,
the imagination and empathy contributes to promoting a deep reading (Wolf,the imagination and empathy contributes to promoting a deep reading (Wolf,
2018).

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RESEARCH METHODOLOGY
9
The research involved two experimental classes and two control classes. In
the experimental classes, the teachers were involved in a blended training
coursecourse.
The data were collected using qualitative-quantitative tools, including:
1 h TCD A ( h i ) ( f 9941. the TCD-As (short version) (derived from Williams, 1994; short version edited by
Moretti, Biasi, Giuliani and Morini, 2016);
2 theTest on DivergentThinking (Willi 1994);2. theTest on DivergentThinking (Williams, 1994);
3. the Questionnaire on the aesthetic experience (by Wanzer et al., 2018; in the
version translated and adapted for primary school by Biasi, Moretti and Morini, 2019).version translated and adapted for primary school by Biasi, Moretti and Morini, 2019).

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ACTIVITIES CARRIED OUT INTHE EXPERIMENTAL CLASSES
10
Sharing more than 30 texts - including picture books, art books, silent books,
more than 10 illustrated and interactive e-books and 4 Apps - aimed at
r m tin the a r ach t art;promoting the approach to art;
Participation in a workshop with an illustrator;
Visit to the Exhibition of illustrators with the guide of an expert in art teaching;
Participation in a workshop related to the Exhibition;
Conducting widespread activities of artistic experience in the classroom before
and after visiting the Exhibition.

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USE OF PICTURE BOOKS,ART BOOKS AND SILENT BOOKS11

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ILLUSTRATED AND INTERACTIVE E-BOOK:
THE BIG ADVENTURE OF A LITTLE LINE BY SERGE BLOCH
12

ILLUSTRATED AND INTERACTIVE E BOOK
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ILLUSTRATED AND INTERACTIVE E-BOOK :
DOUBLE DOUBLE BY MENENA COTTIN
13

EXAMPLE OF DOUBLE DOUBLE
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EXAMPLE OF DOUBLE DOUBLE14

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MAIN RESEARCH FINDINGS
15
• Research highlighted the importance of promoting educational interventions
aimed at promoting interest in art and aesthetic experience and how the
i i f h i i i hitraining of teachers is strategic in this sense.
• The result obtained by the experimental classes, both in the context of the
l l f h i i i d d i h d l f i dlevels of aesthetic experience activated and in the development of creative and
divergent thinking, is statistically significant, and confirms the effectiveness of
the innovative teaching path introducedthe innovative teaching path introduced.

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RESULTS IN THE TEST ON DIVERGENT THINKING
16
80,6
80
82
76,4 7676
78
74,1
72
74
70
Pre Post
Gruppo di controllo Gruppo sperimentaleControl Group Experimental GroupGruppo di controllo Gruppo sperimentale
Control Group p p

CONCLUSION
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CONCLUSION17
• Research findings confirm how the innovation of teaching, enriched by an integrated
model of reading education aimed at promoting the development of the students’
th ti d ti thi ki ff ti d d d t ti ti ll i ifi taesthetic sense and creative thinking, was effective and produced a statistically significant
result in the experimental classes compared with the control group.

ESSENTIAL REFERENCES
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ESSENTIAL REFERENCES18
• 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, et al. (Eds.), Verso una nuova qualità dell’insegnamento e
apprendimento della Psicologia,Vol. III (pp. 81-90). Università degli Studi di Padova, 2009.
• Dank-McGhee K & Slutsky R (2007) The Impact of Early Art Experiences on Literacy Development Reston VA: National Art Education• Dank-McGhee, K. & Slutsky, R. (2007) The Impact of Early Art Experiences on Literacy Development. Reston,VA: National Art Education
Association.
• 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.
• Kiefer, B. Z. (1986).The child and the picture book: Creating live circuits. Children's Literature Association Quarterly, 11(2), 63-68.
• Moretti, G. (2017). Educazione alla lettura: il contributo della ricerca empirica, in L. Cantatore (Ed.) Primo Leggere. Per un’educazione alla lettura, (pp.
53-76), Edizioni Conoscenza: Roma.
• Morini,A. L. (2017). Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico. Anicia: Roma.
• Wikström, B. M. (2011).Works of art as a pedagogical tool:An alternative approach to education. Creative Nursing, 17(4), 187-194.
• Williams, F. (1994). TCD. Test della creatività e del pensiero divergente.Trento: Edizioni Erickson.
• Wolf, M. (2018). Lettore, vieni a casa: il cervello che legge in un mondo digitale. Milano: Vita e Pensiero.

02/04/2020
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CONTACTS19 CONTACTS
Giovanni Moretti
giovanni.moretti@uniroma3.it
Arianna Morini
arianna.morini@uniroma3.it

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