The languages of art, whose relevance is underlined at international level by the educational policies (European Commission, 2006; United Nation, 2011; United Nations Educational, Scientific and Cultural Organization, 2010) and scientific studies (Art Education Partnership, 2004; Eisner, 2008; Derby, 2012) promote active teaching methodologies useful for the formation of future teachers; through art it is possible to experiment with inclusive educational courses fed by edutainment used in the workshops of the Children’s Museums (Dodd-Sandell, 2001; Hooper Greenhill, 2003). Within the framework of the teaching innovation of high-education (Felisatti-Sebati, 2017; Perla, 2018a), a research-training project was set up involving a target population of 100 university students. We present the results of a survey of 3 training workshops for pre-school and primary school teachers, conducted at the University of Bari (Italy). The hypothesis is that art constitutes an effective mediator to train future teachers for inclusion. The methodological protocol of collaborative research (Perla, 2014) and with the intervention of three ‘practitioners’ (a sculptor, an expert in art and a photographer) – has foreseen: a training/laboratory phase with experimentation of playful and manipulative aimed at the production of artefacts on the theme of inclusion; a second phase with the administration of closed-question questionnaires on the impact of art in the development of teachers’ inclusive skills; a third analytical phase on artifacts. The results demonstrate the effectiveness of educational itineraries based on playful and interactive laboratory methodologies linked to art in inclusive teacher education.

Art and Inclusive Initial Education: an exploratory research

Perla L.
;
Magoga V.
2020-01-01

Abstract

The languages of art, whose relevance is underlined at international level by the educational policies (European Commission, 2006; United Nation, 2011; United Nations Educational, Scientific and Cultural Organization, 2010) and scientific studies (Art Education Partnership, 2004; Eisner, 2008; Derby, 2012) promote active teaching methodologies useful for the formation of future teachers; through art it is possible to experiment with inclusive educational courses fed by edutainment used in the workshops of the Children’s Museums (Dodd-Sandell, 2001; Hooper Greenhill, 2003). Within the framework of the teaching innovation of high-education (Felisatti-Sebati, 2017; Perla, 2018a), a research-training project was set up involving a target population of 100 university students. We present the results of a survey of 3 training workshops for pre-school and primary school teachers, conducted at the University of Bari (Italy). The hypothesis is that art constitutes an effective mediator to train future teachers for inclusion. The methodological protocol of collaborative research (Perla, 2014) and with the intervention of three ‘practitioners’ (a sculptor, an expert in art and a photographer) – has foreseen: a training/laboratory phase with experimentation of playful and manipulative aimed at the production of artefacts on the theme of inclusion; a second phase with the administration of closed-question questionnaires on the impact of art in the development of teachers’ inclusive skills; a third analytical phase on artifacts. The results demonstrate the effectiveness of educational itineraries based on playful and interactive laboratory methodologies linked to art in inclusive teacher education.
2020
978-90-04-43204-8
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11586/314425
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