SF/0124 - METODOLOGIE DEL GIOCO E DELL'ANIMAZIONE
Academic Year 2021/2022
Free text for the University
ENRICO EULI (Tit.)
- Teaching style
- Lingua Insegnamento
|[30/34] EDUCATION STUDIES||[34/00 - Ord. 2019] PERCORSO COMUNE||12||60|
-to get competences about active and animate methodologies of teaching;
-to get competences about self-reflecting modes of thought, contextualizing and their educational work;
-to improve the knowledge of play, group-work and animation theories
-to acquire knowledge, comprehension and skills on contents, methodologies and technics of play working-group and animation and to be able to apply them.
-to develop critical appraisal skills, autonomy of judgement and communication skills during cooperation in work-group activities.
-to propose play to 0-3 children's age
-to enable to intervene in conditions of class diversity and heterogeneity, in the perspective of students’ inclusion and integration. Moreover, based on the specific needs of school students, he/she will be able to use flexible learning strategies.
-basic competence about most important psycopedagogy and socio.anthropology theory and practices;
basic competence about didactics theories and practices, formal and non formal, also for 0-3 ages children.
-availability to 'put in play' themselves and their premises
ILLUDETICA versus GAMIFICATION?
Digitisation and hyper-connectivity generate a super-fast field of human exchanges that cannot be integrated with the rhythms of lived time and deep reflection, merely replacing on the web.
We are no longer actors or even spectators of something else, but we are transformed into a public spectacle of ourselves, into selfier, in the obsessive and self-satisfied representation of our own and other people's images on our screen (dis-play).
This virtualised game (called gamification) is now become so powerful that it frames a Neo-reality -the only new Reality-: the residues of social life are further restricted and liquefied by social connections, everyday perceptions and feelings are replaced and humiliated by Augmented Reality, training and education by edutainment, communication by the psycho-techniques of neurolinguistic marketing, emotions and personal feelings are iconized in emoticons and sentiments.
We will then try to find in the play the forms and strengths to stay in this world, reconstituting a social and political ethics of relations between humans and the living beings.
An ironic programme, therefore, but also aesthetic/ethical, in that it aims to re-search, find, re-invent the links between aisthesis and ethos, intended as the foundations of any education.
In a word, what I called Illudetica.
It is hoped and strongly encouraged to attend in-person classes, which require direct participation and involvement in the game.
If it is unavoidable, lectures will be held remotely via synchronous videoconferencing.
Lectures will be supplemented by discussions, participatory lectures, individual and group work.
Verification of learning
The student will be assessed by an oral exam, through questions about the contents explored during the lessons and the suggested deepening texts. It is enhanced the direct use of plays/activities (for instance the student could create/propose plays/activities on the topic of the year to be discussed during the exam).
Grades is expressed in with a minimum of 18 to a maximum of 30.
Grades are linked also with lesson's involvement and group-working's participation during the course.
E. Euli, Homo homini ludus, Fondamenti di Illudetica, Sensibili alle foglie, Rome, available from January 2022.
For students in the 30/34-19 course, should also be added: A. Bobbio-A. Bondioli, Gioco e infanzia, Carocci, Rome, 2019
The programme refers to the academic year 2021-22.
From October 2021, my reception will resume on Wednesdays from 3pm to 4pm.
Erasmus students can contact me by email or at the reception.
Students with disabilities can also contact me via the appropriate office.