In the school and educational institutions often art is used to create projects dedicated to children. Many authors have reflected on this aspect (Dewey, 1995; Munari, 1981; Ricci, 2007; …), identifying what can be the most meaningful content for these proposals. Materiality, experimentation, research, production, communication and sharing with others are fundamental (Pugliese, 2006; Bordini, 2007). In this proposal, however, the artistic proposal, while retaining the features previously mentioned, is intended for adults: educators, teachers, future teachers, as a way to deepen research (Schön, 1993, 2006). An instrument of investigation, which deepens further aspects, different from the more objective ones, but they are not abandoned. Observation protocols, seedlings, discussion and discussion protocols, tables, checklists, and observational videos can provide an important breakdown in school life needed to better understand what is happening and to design new educational actions (Mantovani, 1998; Liamputtong, 2013). But as Sullivan observes (2009), the current reality is so complex that another way to accommodate reflections, anxieties, fears and change wills that would otherwise be lost should be used. That's when this research begins, proposing the use of tools freely chosen by future teachers art-inspired to reflect on their didactic paths and their classroom and section proposals. The question asked by this research is to understand whether a different form of documentation, inspired by the modes of contemporary art research, can be significant within the educational world

Zuccoli, F. (2018). Art as a tool to reflect on educational practices. In K. Hannes, B. Dierckx de Casterlé, A. Heylighen, F. Truyen (a cura di), ECQI 2018 PROCEEDINGS Nomadic Inquiry (pp. 318-323). Leuven : European Congress of Quality Inquiry.

Art as a tool to reflect on educational practices

Zuccoli, FGM
2018

Abstract

In the school and educational institutions often art is used to create projects dedicated to children. Many authors have reflected on this aspect (Dewey, 1995; Munari, 1981; Ricci, 2007; …), identifying what can be the most meaningful content for these proposals. Materiality, experimentation, research, production, communication and sharing with others are fundamental (Pugliese, 2006; Bordini, 2007). In this proposal, however, the artistic proposal, while retaining the features previously mentioned, is intended for adults: educators, teachers, future teachers, as a way to deepen research (Schön, 1993, 2006). An instrument of investigation, which deepens further aspects, different from the more objective ones, but they are not abandoned. Observation protocols, seedlings, discussion and discussion protocols, tables, checklists, and observational videos can provide an important breakdown in school life needed to better understand what is happening and to design new educational actions (Mantovani, 1998; Liamputtong, 2013). But as Sullivan observes (2009), the current reality is so complex that another way to accommodate reflections, anxieties, fears and change wills that would otherwise be lost should be used. That's when this research begins, proposing the use of tools freely chosen by future teachers art-inspired to reflect on their didactic paths and their classroom and section proposals. The question asked by this research is to understand whether a different form of documentation, inspired by the modes of contemporary art research, can be significant within the educational world
Capitolo o saggio
Art research, educational practices, teacher, student, thoughtful teacher, reflexive practitioner
English
ECQI 2018 PROCEEDINGS Nomadic Inquiry
9789067842082
Zuccoli, F. (2018). Art as a tool to reflect on educational practices. In K. Hannes, B. Dierckx de Casterlé, A. Heylighen, F. Truyen (a cura di), ECQI 2018 PROCEEDINGS Nomadic Inquiry (pp. 318-323). Leuven : European Congress of Quality Inquiry.
Zuccoli, F
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/195955
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