WORKSHOP: CHILDREN'S LITERATURE
LABORATORIO DI LETTERATURA PER L'INFANZIA
| A.Y. | Credits |
|---|---|
| 2019/2020 | 1 |
| Lecturer | Office hours for students | |
|---|---|---|
| Carlo Marini | Tuesday from 10.00 to 11.00, Thursday from 10.00 to 11.00 at Palazzo Albani (Via Bramante, 17) |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
| Date | Time | Classroom / Location |
|---|
Learning Objectives
-Mobilising and develop linguistic, sociolinguistic and discursive knowledge
-Stimulating the imagination and verbal creativity within small working groups
-Collecting ideas for writing through the invention
-deepening methods and techniques of writing
Program
The workshop will be divided into three moments during which, starting from the narrative stresses in relation to the fantastic narrations of the two authors, the students will be confronted to deepen the fantastic themes and linguistic techniques used to develop them, coming to produce in turn some narrative examples of fantasy.
The students will be "activated " and oriented to the narrative practice through theoretical stresses on the narrative techniques proper to the authors taken into account.
In particular, the texts will be deepened: La Grammatica della fantasia by G. Rodari, Fiabe Italiane by, Marcovaldo and La trilogia by I. Calvino to discover how the imagination is developed and learn to reproduce it in an original and creative way.
Bridging Courses
Nothing
Learning Achievements (Dublin Descriptors)
knowledge and understanding
At the end of the course the student will have acquired:
-Basic knowledge concerning the epistemological present structure of children's literature with special reference to his becoming independent literary genre and comprise several kinds of narrative and understanding the implications teaching and learning of reading and writing;
Applying knowledge and understanding
At the end of the course the student will be displayed:
-Mastering the application of a functional and strategic methodology in teaching reading-writing techniques and examples of young people;
-understanding the critical pillars with respect to children's literature--the knowledge of pedagogy of Juvenile literature as a discipline "borderland" and as a general orientation on crucial aspects of education
Making judgements:
At the end of the course the base Nautique must demonstrate the ability to:
-recognize topics and problems related to the teaching of literature in schools;
-critically evaluate the appropriateness of educational choices in relation to educational narrative content broadcast afferneti to the discipline;
-identify the most appropriate educational mediators for the construction of specific learning environments;
-promoting the pleasure of reading as emotional growth, preparatory to a formative approach to education-literature and fiction in General
Communication skills
At the end of the course, students will have acquired:
-the ability to express clearly the course content explaining the meaning;
-the ability to communicate through the use of a language specific discipline with teachers and school staff;
-the ability to argue about issues characteristic of the discipline
Learning skills
At the end of the course the student will have the ability to use knowledge and concepts which allow to reason according to the logic of the discipline. Students will be able to:-use knowledge and concepts for curricular design activities;
-Locate design methodologies appropriate to the context;
-analyze along predefined directions some didactic situations;
-simulate designing curriculum segments;
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
The teaching material and teaching specific communications are available, along with other supporting activities, within the Moodle platform (http://blended.uniurb.it).
Specifically, you can consult:
A thorough and updated bibliography on texts relating to the concepts and arguments of the discipline.
Graphical and textual material (slides) on some of the topics covered during the course.
The teaching material and teaching specific communications are available, along with other supporting activities, within the Moodle platform › blended.uniurb.it
Teaching, Attendance, Course Books and Assessment
- Teaching
The teaching will be structured on two days per week.
The meetings, depending on the subject matter discussed, will be based on lectures and some seminars, during which students will have the opportunity to reflect together on some specific topics).
- Attendance
Nothing
- Course books
General section
C. Marini, Per una pedagogia della lettura, QuattroVenti, Urbino, 2008.A. Nobile, Pedagogia della letteratura giovanile, Editrice La Scuola, Brescia 2015 (except chapter. IV from pag 77 to pag. 109, except chapter IX and X from pag. 229 to pag. 276), pp. 196.
Lecture part
I. Calvino, I nostri antenati, Mondadori, Milano, 2016.
- Assessment
The objectives are verified through a written test consisting of five essay questions on the course topics.
The evaluation criteria are as follows:-the relevance and effectiveness of responses in relation to the content of the programme; -the level of articulation of the answer; -adequacy of the language specification used.
The final rating is expressed in thirtieths.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Non-attending students will have to inquire about the topics covered during the lectures and the seminars, as well as prepare themselves to the study on exam papers proposed by the teacher. Students can access the forum portal network, after having requested the teacher references and participate in discussions that will be addressed and developed during the course.
- Attendance
Nothing
- Course books
General section
C. Marini, Per una pedagogia della lettura, QuattroVenti, Urbino, 2008.A. Nobile, Pedagogia della letteratura giovanile, Editrice La Scuola, Brescia 2015 (except chapter. IV from pag 77 to pag. 109, except chapter IX and X from pag. 229 to pag. 276), pp. 196.
Lecture part
I. Calvino, I nostri antenati, Mondadori, Milano, 2016.
- Assessment
The objectives are verified through a written test consisting of five essay questions on the course topics.
The evaluation criteria are as follows:-the relevance and effectiveness of responses in relation to the content of the programme; -the level of articulation of the answer; -adequacy of the language specification used.
The final rating is expressed in thirtieths.
.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
| « back | Last update: 05/09/2019 |
