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    Wyświetlanie 1-3 z 3
    Tytuł:
    Letteratura italiana e “arti sorelle” alla Facoltà di lingua e letteratura polacca: un percorso di letteratura comparata
    Italian literature and the “sister arts” at the Faculty of Polish studies: a course in comparative literature
    Autorzy:
    Płaszczewska, Olga
    Powiązania:
    https://bibliotekanauki.pl/articles/446326.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    comparative literature
    sister arts
    transmutation
    Italian literature and culture in modern art
    reception of Italian literature in Poland and in Europe
    teaching Italian literature in its artistic context
    Opis:
    The purpose of the article is to outline the guidelines of the interdisciplinary course in comparative literature, given at the Jagiellonian University in Krakow. The subject of the series of lectures is the relation between Italian literature and different branches of art, in context of their cultural references. The strategies of sensibilization of the audience both to the problem of „sister arts” and to the Italian literature and language themselves are explained. In addition, the significance of an interdisciplinary approach to the problem of reception of Italian literature in European culture is mentioned as one of the aims of the lecture. Moreover, main problems of the course, such as themes of reintepretation of Italian classics in visual arts, music, cinema and theatre, are discussed on the background of „classroom dynamics” which characterize the group of students with different knowledge of Italian language and different cultural competences.
    Źródło:
    Italica Wratislaviensia; 2013, 4; 127-139
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Viaggi di immagini e parole. La didattica dell’italiano nella scuola primaria con gli albi llustrati e i silent books
    Journeys of pictures and words: teaching the Italian language in primary school with picturebooks and silent books
    Autorzy:
    Fornara, Simone
    Powiązania:
    https://bibliotekanauki.pl/articles/938784.pdf
    Data publikacji:
    2017-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    picturebooks
    silent books
    teaching of Italian language
    children’s literature
    reading
    Opis:
    Picturebooks (and silent books, with images only and without words) are children’s books commonly considered suitable only for young children of pre-school age or in the earliest years of schooling. For this reason, picturebooks are mostly neglected in teaching in higher educational stages. Nevertheless, the educational potential of picturebooks is considerable, especially in the later years of primary school. For example, in Italian language teaching, they can be extraordinary tools for planning didactic projects that allow instructors to integrate the teaching/learning of all linguistic skills and of metalinguistic reflection, which are the main elements in the curricula related to Italian language teaching in Italian-speaking countries and contexts. The article aims to show the validity of the above claim by establishing a possible classification of picturebooks into six distinct types and by describing some didactic projects and activities developed in primary schools in Canton Ticino (Italian Switzerland). Focusing on the pleasure of reading engaging stories and on motivation, picturebooks enable teachers to pursue ambitious and challenging goals, such as creating one or more new picturebooks inspired by the one read initially or transposing a picturebook into a theatre script. At the same time, picturebooks enable students to develop their speaking, listening, reading, and writing skills.
    Gli albi illustrati (e la variante dei silent books, cioè gli albi di sole immagini) sono libri per l’infanzia considerati da molti idonei solo ai bambini in età prescolare o nei primissimi anni di scolarizzazione, e per questo per lo più trascurati a livello di insegnamento negli ordini scolastici successivi. In realtà, le potenzialità didattiche degli albi illustrati, caratterizzati negli esempi più riusciti da un perfetto connubio tra parole e immagini, sono enormi, in particolare per la scuola primaria: per ciò che riguarda la didattica dell’italiano, ad esempio, si rivelano dei supporti straordinari per un’impostazione di tipo progettuale che permetta di integrare l’insegnamento/apprendimento di tutte le abilità linguistiche e della riflessione sulla lingua, cioè dei perni sui quali si reggono i programmi e i piani di studio relativi alla lingua italiana dei paesi e dei contesti italofoni. L’articolo si propone di sostanziare questa convinzione attraverso la definizione di una possibile classificazione degli albi illustrati in sei distinte tipologie e la contestuale descrizione di alcuni percorsi didattici sviluppati in scuole primarie del Canton Ticino (Svizzera italiana), incentrati sull’utilizzo di albi illustrati. Puntando sul piacere di leggere storie coinvolgenti e sulla motivazione, l’albo illustrato consente di lavorare in vista di obiettivi ambiziosi e stimolanti (ad esempio, la redazione di uno o più albi illustrati nuovi, ispirati a quello scelto all’inizio del percorso, oppure la trasposizione teatrale del testo di partenza), puntando nel contempo a sviluppare le competenze degli allievi per ciò che riguarda il parlato e l’ascolto, la lettura e la scrittura.
    Źródło:
    Italica Wratislaviensia; 2017, 8.1; 65-83
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L’insegnamento dell’italiano nella scuola secondaria in Italia
    Teaching of the Italian language and literature to the Italian undergraduate students
    Autorzy:
    Di Febo, Martina
    Barillari, Sonia Maura
    Powiązania:
    https://bibliotekanauki.pl/articles/446406.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    romance philology
    primary school
    secondary school
    italian literature
    teaching modalities
    learning modalities
    Opis:
    The paper focuses on the centralization of the Literary Texts in teaching Italian language. During the last thirty years, the Italian Undergraduate School has adopted methods to teach Italian, based on the distinction between Language and Literature, reshaping the role of Literary Texts or decreasing the lecture and analysis of Literary Texts in teaching Italian language. It’s out of doubt that the different modern languages theories have conditioned the methodologies of the language acquisition and the discussion of the theoretical model isn’t our aim. We would like to suggest that a literary text is a basic medium to learn a language, provided that the literary survey considers complete elements: cultural, historical, linguistics, rhetorical. The Romance Philology can give an essential contribution to renovate Literary studies in teaching Italian Language in the Italian Undergraduate school.
    Źródło:
    Italica Wratislaviensia; 2013, 4; 117-126
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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