This paper presents a reflection on the use of an artistic technique, the collage, for teachers and educators training. It is a different mode of action carried on by the trainers that is inserted as part of the art-based research (McNiff, 2008), and the arts-informed research (Cole & Knowles, 2008). In order to thoroughly understand this choice it‟s important to know the birth of this technique and the collage artists‟ process of research. This passage allows us to identify some cognitive and reflective processes related to the practice of collage that make it an effective tool in training context, especially when aimed at teachers and educators. In closing, indeed, we will be presenting examples of learning experiences that used the collage as a reflective strategy.
Il presente contributo intende riflettere sull’utilizzo di una tecnica artistica, il collage, all’interno della formazione degli insegnanti e degli educatori. Si tratta di una differente modalità di azione da parte dei formatori che è inserita nell’ambito dell’art-based research (McNiff, 2008), e dell’arts-informed research (Cole & Knowles, 2008). Per comprendere in modo approfondito questa scelta è necessario conoscere la nascita di questa tecnica e l’utilizzo che di questa hanno fatto vari artisti. Questo consente di delineare alcuni processi cognitivi riflessivi connessi alla pratica del collage che lo rendono strumento efficace in contesti formativi, soprattutto quando rivolti a insegnanti ed educatori. In chiusura, pertanto, si andranno presentando alcuni esempi di esperienze formative che hanno visto il ricorso al collage come strategia riflessiva.
Biffi, E., Zuccoli, F. (2015). Comporre conoscenza: il collage come strategia meta-riflessiva. FORM@RE, 15(2), 167-183 [10.13128/formare-17069].
Comporre conoscenza: il collage come strategia meta-riflessiva
BIFFI, ELISABETTA;ZUCCOLI, FRANCA GIULIANA MARIA ANTONIA
2015
Abstract
This paper presents a reflection on the use of an artistic technique, the collage, for teachers and educators training. It is a different mode of action carried on by the trainers that is inserted as part of the art-based research (McNiff, 2008), and the arts-informed research (Cole & Knowles, 2008). In order to thoroughly understand this choice it‟s important to know the birth of this technique and the collage artists‟ process of research. This passage allows us to identify some cognitive and reflective processes related to the practice of collage that make it an effective tool in training context, especially when aimed at teachers and educators. In closing, indeed, we will be presenting examples of learning experiences that used the collage as a reflective strategy.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.