Educational Technology and Educational Course (Prof. Monica Banzato )
SSIS Veneto AA 2007-2008 (tutor, Alessandra Banzato)
Teacher Name: MAURIZIO CENEVIVA (R09745)
Information
1. order and type of institution: Institute of Art, Modelling
address 2. geographical location: Curinga (CZ), Calabria
3. the total number of students: 300 students
4. the composition of the class: class IV, 18 students (11 males, 7 females)
5. the time allocation for the development of the route: 20 hours
6. any copresences: Italian, History and Modelling
7. the type of project (curricular, extra curricular): Extra curricular
8. levels of expertise:
° at entrance: _ Knowledge of graphics programs
_ Being able to use the Internet and its applications to work in teams
_Capacità
Level Expected _Problematizzare reality
_Potenziare capabilities Communication
_Capacità critical analysis of materials found on the Internet
_Valutazione and analysis of its work and the work of your fellow
_ Ability to carry out a series of documentation and know how to communicate their cultural roots
_Conoscenza
_Sviluppo the sense of community in which we live
9. scan time: 2 hours weekly
10. the period of the school year in which the activity is part of: Quarter II
___________________________________________________________________________
guide for the teacher
title theme: the rediscovery of the old masters in Calabria
Summary : propose a framework synthetic knowledge of the subject.
The choice of this project is dictated by the upcoming birth of a museum on the arts in Calabria.
One more reason, as a key objective to ensure that students widen the knowledge of their territory, taking a step back in time to the rediscovery of the old crafts thus increasing not only knowledge of their cultural roots, but it creates a special bond as a sense of belonging to the community in which we live.
Students will gain skills to re-understand and interpret cultural heritage, with the aim of enhancing and protecting, through the discovery of those jobs have disappeared. This design effort, can also be seen as enhancing the importance and what is not included now in the books of art history.
Students are encouraged to "seek" in their city, all those places, the old town and in search of the various "workshops" (now closed, but in good condition) that were the heart of the city economy.
The project is supported by the aid interdisciplinary, teachers of history and Italian as well as modeling, which is entrusted with monitoring the implementation, in a scale model of some tools of the trade (a three-dimensional object, or the realization you these objects, eg frame the processing of the tissue, etc.). The work will be inserted through a blog created and maintained by the teacher, followed by self and blog related to the teacher's internal links and links us directly with specific sites where archive and search images, eg. flickr. In addition there will be a link that will connect directly to the official website of his community, as well as that of the future work museoIl final (website, posters, photos, models, etc..) Will be a final exhibition, as well as go to enrich, findings held by the Town Council, which accounts for our museum.
Teaching methods and phases of work: summarizes the various phases of work planned by the task.
owned Lesson: presentation of the topic, objectives and expected results, with the division of roles and assignment of tasks (explanation of the project by the Town Council Local commissionatoci) transfer of knowledge, feedback, problem-solving.
Objectives: To describe the goals, objectives inherent in the differentiating or cultural area and objectives of using the software.
objectives associated with the discipline
_Fornire cultural and technical tools to evaluate and see shapes and images
_Corretta reading and use of graphic language
_Fornire a way of working through possibly interdisciplinary project courses
objectives inherent in the cultural
_Conoscenza their cultural roots
_Sviluppo the sense of community where you live in the territory
_Conoscere the concept of cultural heritage, cultural and landscape.
_Sviluppo of critical reading skills of an art work
objectives of using the software:
_ deepen their ability to search on the internet and deal with the format of the blog
_Utilizzare multimedia languages \u200b\u200bfor better communication .
Prerequisites management software: the information on the commands and functions of management software that the students should already know.
_Pacchetto Office for typesetting texts
_Adobe Photoshop for raster modeling
_Internet Explorer to surf the web and managing at least one software for creating
own blog (like blogspot, this program will persentato
the teacher during the programming, the first lessons of the second picture.)
_ Software for 3D modeling (AutoCAD, Rhino 3D)
Time: specifies the duration of the work.
is estimated once a month:
20 days for research and investigation on the territory, Internet research laboratory and processing materials
10 days blog creation and 3D modeling.
materials and software needed: lists the necessary materials and software required.
Materials:
Bibliography:
_ The water of Ganga, Qualunquecultura (VV), 2001
_ Vertical Geographies, Qualunquecultura (VV), 2001
sitography General:
www.antichimestieri . com /
http://www.vecchimestieri.it/
http://www.collezione-online.it/vecchi_mestieri.htm
http://www.salveweb.it/scuole/mestieri.htm
http://www.anchenoi.com/santabarbara/testi/LAVORI/vecchimestieri.htm
http://www. prolocobolbeno.it / main_it / vecchi_mestieri.html
http://www.antichimestieri.com/lavorazione.htm
http://www.museipartecipati.net/musei/santa/museo.html
sitography Specification:
http://www.calabriaonline.com/col/tradizione_folclore/antichi_mestieri/index.php
http://www.calabriaonline.com/col/tradizione_folclore/antichi_mestieri/quadararu.php
http://www.calabresi.net/it/gli-antichi-mestieri/index.php
http://www.calabresi.net/it/forum-dei-calabresi/artigianato-ed-antichi-mestieri/showcat.html
www.museotropea.it/antichi_mestieri < .htm
www.museotropea.it/
http://www.provincia.reggio-calabria.it/pagine/foto.php?t=fotog&cat=8
www.giraitalia.it/mostre/6206_museo_antichi_mestieri_della_calabria .html
http://www.giraitalia.it/mostre/6206_museo_antichi_mestieri_della_calabria.html
www.equalattica.it/index.php?option=com_content&task=view&id=42
http://italiamappe.it/ComponiVetrina.php?IdVetrina=12860&DescCategoria=DemoEtnoAtropologico
http://www.calabriaonline.it/col/tradizione_folclore/antichi_mestieri/cantastorie.php
www.prolocoreggiocalabria .it/proloco/ antichimestieri .asp
www.curinga-in.it/
software:
_Pacchetto Office
_Internet Explorer
_Adobe Photoshop for 3D modeling
_Software
_ Recording bloggers link to Flickr, which is Splider
Workflow, step by step: analytically describe the various phases of work, submit the materials and instructions for their use , indicating the procedures required to use the software.
once divided the class into three groups, each group and determined that there is "responsible", which coordinates its group, and interacts with the head of any other group (including through joint blog, for data collection, point on the work progress, etc.). deliveries which are identical for each group (only changes the distribution land), and roles of research in the area, who engaged in navigation, vision-paginate who select the material collected, which unify, then in a computer room .
Phase 1: Presentation of the topic
and materials prepared by the teacher, eg. ppt attachment a simple and available on the blog teacher to explain the exercise, and creation of a motivational climate.
Step 2:
The class divided into groups and prepared the "deliveries" to each of them.
Students will explore the area (divided up map), "armed with cameras, video cameras, tape recorders. At the same time is set by individual research on the Internet regarding the topic assigned (initially through some sites provided by the teacher, and later with the full freedom of research by students) together with the consultation of the bibliography.
Step 3:
Data collection, consultation, discussion and creation of a blog as an objective, and implementation of a 3D model (of a tool in particular, chosen freely by the boys, work progress, you can continue this project for years to come, for other classes, going to increase multimedia products, intended for the museum) ready for a wider audience and more "diverse" in the network, and then the establishment of a final exhibition of the work, supported by multimedia products (CD quality).
How to extend and develop the business: propose the following developments:
The activity culminates with the installation of a real show from the first design at the Institute, using digital images of selected works projected video, then be available to our local museum, as an enrichment of the permanent exhibition.
The work could involve other schools as mere spectators or as employees, to carry the show (educational project among several professors of History of Art), as well as institutions involved premises, such as Pro-site associations and various other museums nearby.
The opening of the blog will allow students to discuss with experts but also with teachers and pupils from other schools to start a critical comparison.
How to evaluate the activity: expose the assessment criteria:
The evaluation criteria will be declared prior to the students, with precise and unambiguous interpretation.
The assessment will be based on:
-organizational capacity of individuals and groups on the criticality of each student in the approach to information gathered through research;
-Knowledge of the topics carried out;
- Participation and engagement in the activities;
-Application of theoretical content in the practical use of multimedia equipment;
-
As the final result which requires the synergistic result is the creation of an elaborate media, both implementation in 3D, will be carried out a comparative evaluation.
In particular, the assessment should be carried out through two gratings evaluative
1) A grid for assessing the work of the group, which was adopted by the teacher and by students to assess the contribution of every member of the group.
SSIS Veneto AA 2007-2008 (tutor, Alessandra Banzato)
Teacher Name: MAURIZIO CENEVIVA (R09745)
Information
1. order and type of institution: Institute of Art, Modelling
address 2. geographical location: Curinga (CZ), Calabria
3. the total number of students: 300 students
4. the composition of the class: class IV, 18 students (11 males, 7 females)
5. the time allocation for the development of the route: 20 hours
6. any copresences: Italian, History and Modelling
7. the type of project (curricular, extra curricular): Extra curricular
8. levels of expertise:
° at entrance: _ Knowledge of graphics programs
_ Being able to use the Internet and its applications to work in teams
_Capacità
Level Expected _Problematizzare reality
_Potenziare capabilities Communication
_Capacità critical analysis of materials found on the Internet
_Valutazione and analysis of its work and the work of your fellow
_ Ability to carry out a series of documentation and know how to communicate their cultural roots
_Conoscenza
_Sviluppo the sense of community in which we live
9. scan time: 2 hours weekly
10. the period of the school year in which the activity is part of: Quarter II
___________________________________________________________________________
guide for the teacher
title theme: the rediscovery of the old masters in Calabria
Summary : propose a framework synthetic knowledge of the subject.
The choice of this project is dictated by the upcoming birth of a museum on the arts in Calabria.
One more reason, as a key objective to ensure that students widen the knowledge of their territory, taking a step back in time to the rediscovery of the old crafts thus increasing not only knowledge of their cultural roots, but it creates a special bond as a sense of belonging to the community in which we live.
Students will gain skills to re-understand and interpret cultural heritage, with the aim of enhancing and protecting, through the discovery of those jobs have disappeared. This design effort, can also be seen as enhancing the importance and what is not included now in the books of art history.
Students are encouraged to "seek" in their city, all those places, the old town and in search of the various "workshops" (now closed, but in good condition) that were the heart of the city economy.
The project is supported by the aid interdisciplinary, teachers of history and Italian as well as modeling, which is entrusted with monitoring the implementation, in a scale model of some tools of the trade (a three-dimensional object, or the realization you these objects, eg frame the processing of the tissue, etc.). The work will be inserted through a blog created and maintained by the teacher, followed by self and blog related to the teacher's internal links and links us directly with specific sites where archive and search images, eg. flickr. In addition there will be a link that will connect directly to the official website of his community, as well as that of the future work museoIl final (website, posters, photos, models, etc..) Will be a final exhibition, as well as go to enrich, findings held by the Town Council, which accounts for our museum.
Teaching methods and phases of work: summarizes the various phases of work planned by the task.
owned Lesson: presentation of the topic, objectives and expected results, with the division of roles and assignment of tasks (explanation of the project by the Town Council Local commissionatoci) transfer of knowledge, feedback, problem-solving.
Objectives: To describe the goals, objectives inherent in the differentiating or cultural area and objectives of using the software.
objectives associated with the discipline
_Fornire cultural and technical tools to evaluate and see shapes and images
_Corretta reading and use of graphic language
_Fornire a way of working through possibly interdisciplinary project courses
objectives inherent in the cultural
_Conoscenza their cultural roots
_Sviluppo the sense of community where you live in the territory
_Conoscere the concept of cultural heritage, cultural and landscape.
_Sviluppo of critical reading skills of an art work
objectives of using the software:
_ deepen their ability to search on the internet and deal with the format of the blog
_Utilizzare multimedia languages \u200b\u200bfor better communication .
Prerequisites management software: the information on the commands and functions of management software that the students should already know.
_Pacchetto Office for typesetting texts
_Adobe Photoshop for raster modeling
_Internet Explorer to surf the web and managing at least one software for creating
own blog (like blogspot, this program will persentato
the teacher during the programming, the first lessons of the second picture.)
_ Software for 3D modeling (AutoCAD, Rhino 3D)
Time: specifies the duration of the work.
is estimated once a month:
20 days for research and investigation on the territory, Internet research laboratory and processing materials
10 days blog creation and 3D modeling.
materials and software needed: lists the necessary materials and software required.
Materials:
Bibliography:
_ The water of Ganga, Qualunquecultura (VV), 2001
_ Vertical Geographies, Qualunquecultura (VV), 2001
sitography General:
www.antichimestieri . com /
http://www.vecchimestieri.it/
http://www.collezione-online.it/vecchi_mestieri.htm
http://www.salveweb.it/scuole/mestieri.htm
http://www.anchenoi.com/santabarbara/testi/LAVORI/vecchimestieri.htm
http://www. prolocobolbeno.it / main_it / vecchi_mestieri.html
http://www.antichimestieri.com/lavorazione.htm
http://www.museipartecipati.net/musei/santa/museo.html
sitography Specification:
http://www.calabriaonline.com/col/tradizione_folclore/antichi_mestieri/index.php
http://www.calabriaonline.com/col/tradizione_folclore/antichi_mestieri/quadararu.php
http://www.calabresi.net/it/gli-antichi-mestieri/index.php
http://www.calabresi.net/it/forum-dei-calabresi/artigianato-ed-antichi-mestieri/showcat.html
www.museotropea.it/antichi_mestieri < .htm
www.museotropea.it/
http://www.provincia.reggio-calabria.it/pagine/foto.php?t=fotog&cat=8
www.giraitalia.it/mostre/6206_museo_antichi_mestieri_della_calabria .html
http://www.giraitalia.it/mostre/6206_museo_antichi_mestieri_della_calabria.html
www.equalattica.it/index.php?option=com_content&task=view&id=42
http://italiamappe.it/ComponiVetrina.php?IdVetrina=12860&DescCategoria=DemoEtnoAtropologico
http://www.calabriaonline.it/col/tradizione_folclore/antichi_mestieri/cantastorie.php
www.prolocoreggiocalabria .it/proloco/ antichimestieri .asp
www.curinga-in.it/
software:
_Pacchetto Office
_Internet Explorer
_Adobe Photoshop for 3D modeling
_Software
_ Recording bloggers link to Flickr, which is Splider
Workflow, step by step: analytically describe the various phases of work, submit the materials and instructions for their use , indicating the procedures required to use the software.
once divided the class into three groups, each group and determined that there is "responsible", which coordinates its group, and interacts with the head of any other group (including through joint blog, for data collection, point on the work progress, etc.). deliveries which are identical for each group (only changes the distribution land), and roles of research in the area, who engaged in navigation, vision-paginate who select the material collected, which unify, then in a computer room .
Phase 1: Presentation of the topic
and materials prepared by the teacher, eg. ppt attachment a simple and available on the blog teacher to explain the exercise, and creation of a motivational climate.
Step 2:
The class divided into groups and prepared the "deliveries" to each of them.
Students will explore the area (divided up map), "armed with cameras, video cameras, tape recorders. At the same time is set by individual research on the Internet regarding the topic assigned (initially through some sites provided by the teacher, and later with the full freedom of research by students) together with the consultation of the bibliography.
Step 3:
Data collection, consultation, discussion and creation of a blog as an objective, and implementation of a 3D model (of a tool in particular, chosen freely by the boys, work progress, you can continue this project for years to come, for other classes, going to increase multimedia products, intended for the museum) ready for a wider audience and more "diverse" in the network, and then the establishment of a final exhibition of the work, supported by multimedia products (CD quality).
How to extend and develop the business: propose the following developments:
The activity culminates with the installation of a real show from the first design at the Institute, using digital images of selected works projected video, then be available to our local museum, as an enrichment of the permanent exhibition.
The work could involve other schools as mere spectators or as employees, to carry the show (educational project among several professors of History of Art), as well as institutions involved premises, such as Pro-site associations and various other museums nearby.
The opening of the blog will allow students to discuss with experts but also with teachers and pupils from other schools to start a critical comparison.
How to evaluate the activity: expose the assessment criteria:
The evaluation criteria will be declared prior to the students, with precise and unambiguous interpretation.
The assessment will be based on:
-organizational capacity of individuals and groups on the criticality of each student in the approach to information gathered through research;
-Knowledge of the topics carried out;
- Participation and engagement in the activities;
-Application of theoretical content in the practical use of multimedia equipment;
-
As the final result which requires the synergistic result is the creation of an elaborate media, both implementation in 3D, will be carried out a comparative evaluation.
In particular, the assessment should be carried out through two gratings evaluative
1) A grid for assessing the work of the group, which was adopted by the teacher and by students to assess the contribution of every member of the group.
2) A grid for assessing the work of the Group taken by the teacher
Extras thoughts
"" ... I felt that I had the strength
to take a long time, joined me, that past
already down so far.
Therefore, if that force I was left
long enough to be able to do my work, I would not fail
first to describe the men,
even if that were to make them look like monsters, a place so as occupiers
considerable
next to that, so narrow,
reserved their space, a place,
the contrary, prolonged excessively,
because they touch simultaneously, like giants plunged
years,
times they lived so far apart from each ' other,
including many days they came to intervene - in time. "
(Marcel Proust, Time Regained)
" "... if the future and the past exist, I would like to know where that am.
Although I am not yet in a position to know, but it is certain that
wherever they are, they do not exist in the future respectively
and past, but since this time.
Why the future exists as a future, then it is clear that there is still
;
and if the past is in the past, it is clear that there is more.
And therefore wherever and however they are, they do not exist
for being present. "
(St. Augustine, Confessions)
