The course pursues the following general objectives:
acquire the concept of training system in the light of the systemic perspective;
understand how learning is a continuous process that accompanies the person throughout the course of life;
learn about pedagogical theories and practices associated with informal learning roles;
deepen an analytical and reflective approach aimed at addressing training needs in different fields of the experience of human growth;
learn about the experience of animation theatre in early childhood and in society;
know and analyze some case studies, proposed during the course, thanks to the experience-guide of the master puppeteer Mariano Dolci.

The course program focuses on scenarios and horizons in which education and training acquire the status of a widespread process in a vision that opens up to places that are not institutionally dedicated to education, opening up to contexts in which one learns and learns to learn:

the family;

the first childhood education;

the work;

the prison;

the street;

the city;

the theatre.

The experiences of the theatre pedagogy and her role in individual and collective growth processes.

Focus on the research of the puppeteer Mariano Dolci in early childhood education and in the social sector.

An animation theatre committed to the design of workshops aimed at developing imaginative, relational and emotional skills in school and out of school.

Puppets and marionettes in early childhood.

Give the child an expressive language that is particularly congenial to him.

Encourage expression and communication by promoting relationship, awareness, construction or strengthening of the identity.

There are no prerequisites

In relation to the Extra-School Care Educational Contexts, the student must show possession:
- Mastery of the basic knowledge of the discipline (knowledge and ability to understanding / knowledge and understanding);
- The understanding of the fundamental concepts of the discipline (knowledge and ability to understanding / knowledge and understanding);
- The ability to apply knowledge and concepts to reason according to the logic of the discipline (applying knowledge and understanding);
- Communication skills, using the specific language of the discipline (communication skills);
- Autonomy of judgment (ability to learn / learning skills)

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

Application exercises of theoretical formulations.

Teaching

Frontal lessons; Seminars; Group work through expressive exercises. Critical viewing of films.

Innovative teaching methods

- Problem-based learning. For problem-based learning in small groups.

-  Forum-Theatre.  For expressive and communicative teaching in a humanizing and transforming climate.

Attendance

There are no attendance or other obligations.

Course books

- Annacontini G., Dato D. (edited by) (2020), Pedagogy of contexts. Spaces, times, experiences of contemporary education. Progedit Editions, Bari. - Chap. 1-2 (pp. 1-35), Chap. 5-6-7-8-9 (pp. 63-138)
- Minoia V. (2020) (edited by), The puppet on the educational scene. Mariano Dolci's experience in Italian preschools.  Nuove Catarsi Editions, Urbino.

Assessment

The expected objectives are verified through a written test consisting of three open-ended questions.
The duration of the test is 60 minutes.
The evaluation criteria are as follows:
- relevance and effectiveness of the responses in relation to the contents of the program;
- the level of articulation of the response;
- adequacy of the disciplinary language used.
Each of the criteria is assessed on the basis of a four-level scale of values / judgments with equal weight
assigned to each criterion. The final evaluation is expressed out of thirty.

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.

Teaching

Non-attending students are invited to consult the didactic material uploaded on Moodle. Please note that all communications will be sent to the @campus institutional email

Attendance

No obligation

Course books

- Annacontini G., Dato D. (edited by) (2020), Pedagogy of contexts. Spaces, times, experiences of contemporary education. Progedit Editions, Bari. - Chap. 1-2 (pp. 1-35), Chap. 5-6-7-8-9 (pp. 63-138)
- Minoia V. (2020) (edited by), The puppet on the educational scene. Mariano Dolci's experience in Italian preschools.  Nuove Catarsi Editions, Urbino.

Assessment

The expected objectives are verified through a written test consisting of three open-ended questions.
The duration of the test is 60 minutes.
The evaluation criteria are as follows:
- relevance and effectiveness of the responses in relation to the contents of the program;
- the level of articulation of the response;
- adequacy of the disciplinary language used.
Each of the criteria is assessed on the basis of a four-level scale of values / judgments with equal weight
assigned to each criterion. The final evaluation is expressed out of thirty.

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.

None