The course aims to provide the theoretical and critical tools to understand the origins of art history, both from the historical point of view and by posing the problem of its epistemological statute, its ethical and educational function. This meta-theoretical part will be preparatory to a subsequent part of the course aimed at the knowledge of the main artistic currents that have characterized the history of modern art. The course will end with some lessons in which a teaching method of art history for children will be proposed, dealing with the theme of the development of a figurative culture and the problem of how to transpose the cognitive and ethical-practical implications known to the experience of art.

The program will develop by addressing the following topics:

1. What is art and what does it mean to "narrate" an art history?;

2. Historical origins of the history of art;

3. The problem of the epistemological status of the History of Art;

4. The origins of modern art;

5. From post-impressionism to contemporary art;

6. Can art history be taught to children?;

7. The contribution of art in the development of a critical culture of images;

8. How to transpose the cognitive and ethical-practical implications connected to the experience of art into the didactic plan.

None.

At the end of the course the student will have to:

- To have acquired knowledge of the movements and figures of artists who have fundamentally characterized modern art;

- Know the problems concerning the birth of Art History as a discipline.

- Know the texts and artistic productions examined and interpret them critically;

- Know and understand some theoretical problems concerning the modern reflection on art;

- Interpret, read, comment, recognize, explain artistic productions and critical texts;

- Contextualize arguments and theories concerning the historical and pedagogical reflection on art;

- Argue theses concerning the artistic currents examined and the problems relating to art education in an appropriate and convincing way;

- Identify the most suitable didactic mediators for the didactic transposition of the constituent elements of the selected work or artistic period;

- To acquire independence of judgment with respect to different theses and interpretations concerning the History of Art and the Didactics of Art;

- Develop communication skills, through the acquisition of an adequate disciplinary terminology.

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

None.

Teaching

Frontal and dialogical lessons; cooperative activities.

Attendance

None.

Course books

• T. Montanari, S. Settis,  Arte. Una storia naturale e civile. Dal postimpressionismo all'arte contemporanea. Vol. 5, Einaudi, Torino 2019.

• O. Rossi Pinelli, La storia delle storie dell'arte, Einaudi, Torino 2014. (di questo testo verranno considerate solo alcune parti che saranno messe a disposizione dalla docente)

• T. Montanari, Alfabeto figurativo. Tranta opere d'arte lette ai più piccoli, Skira Editore, Milano 2014

• Bruna Munari, Fantasia. Invenzione, creatività e immaginazione nelle comunicazioni visive, Laterza, Roma-Bari, 2006.

Assessment

Written exam.

The exam will consist in a written proof with open questions.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Attendance

None.

Course books

• T. Montanari, S. Settis,  Arte. Una storia naturale e civile. Dal postimpressionismo all'arte contemporanea. Vol. 5, Einaudi, Torino 2019.

• O. Rossi Pinelli, La storia delle storie dell'arte, Einaudi, Torino 2014. (di questo testo verranno considerate solo alcune parti che saranno messe a disposizione dalla docente)

• T. Montanari, Alfabeto figurativo. Tranta opere d'arte lette ai più piccoli, Skira Editore, Milano 2014

• Bruna Munari, Fantasia. Invenzione, creatività e immaginazione nelle comunicazioni visive, Laterza, Roma-Bari, 2006.

Assessment

Written exam.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.