Unit LITERATURE FOR CHILDREN
- Course
- Primary teacher education
- Study-unit Code
- A000638
- Curriculum
- In all curricula
- Teacher
- Maria Filomia
- CFU
- 9
- Course Regulation
- Coorte 2020
- Offered
- 2023/24
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
WORKSHOP ON EDUCATION FOR READING
| Code | A000640 |
|---|---|
| CFU | 1 |
| Teacher | Giovanna Farinelli |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Letteratura per l’infanzia |
| Academic discipline | M-PED/02 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | Education in expressive reading of the main European classics of children's literature. |
| Reference texts | Choice of readings: - Carlo COLLODI, Le avventure di Pinocchio, Milano, Mondadori, 2019, pp. 264. - ESOPO, Favole, a cura di Cecilia Benedetti, Milano, Modadori, 2016, pp. 432. - Emma PERODI, Le novelle della nonna, Vedano Olona VA, Crescere, 2020, pp. 592. - Charles PERRAULT, I racconti di Mamma l’Oca, trad. it. Elena Giolitti, Torino, Einaudi, 1992, pp.VIII+336. - Isaac Bashevis SINGER, Maurice SENDAK, Zlateh la capra e altre storie, trad. it Elisabetta Zevi, Milano, Adelphi, 2021, pp. 102. - Italo SVEVO, Una burla riuscita. Le favole, intr. Matteo Palumbo, Santa Maria Capua Vetere CE, Spartaco, 2022, pp. 136. - Lev Nikolaevic TOLSTOJ I quattro libri di lettura, trad. it. Agostino Villa, Torino, Einaudi, 1994 (1964), pp. XXXII+320. - Oscar WILDE, Il principe felice e altri racconti, trad. it. Masolino d’Amico, Milano, Mondadori, 2019, pp. 144 (ed. or. The Happy Prince and Other Stories, New York, HarperCollins 2015). REFERENCE TEXTS: - Gianni RODARI, Grammatica della fantasia. Introduzione all’arte di inventare storie, Torino Einaudi Ragazzi, 2013, pp. 208. - Luca SERIANNI, Grammatica italiana. Italiano comune e lingua letteraria, con la collaborazione di Alberto CASTELVECCHI, Torino, UTET Università, 1991, pp. 768. - A. J. THOMSON, A. V. MARTINET, A Practical English Grammar, Oxford, Oxford University Press, 1986. |
| Educational objectives | Ability to apply the acquired skills both in tasks that in problems |
| Prerequisites | Attendance of the Children's Literature course |
| Teaching methods | Teamwork laboratory |
| Other information | Compulsory attendance. At least 80% of lessons |
| Learning verification modality | Teamwork laboratory |
| Extended program | A pedagogy of speech and language, through the main European classics of children's literature, both in Italian and in English, to enhance the knowledge of grammar (phonology, morphology, syntax, lexicology, etymology) for an authentic promotion of the ability to expressive reading that allows a deep understanding of the meaning of the text. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | 4) Quality Edication. 16) Peace, Justice and Strong Institutioins. |
LITERATURE FOR CHILDREN
| Code | A000639 |
|---|---|
| CFU | 8 |
| Teacher | Maria Filomia |
| Teachers |
|
| Hours |
|
| Learning activities | Caratterizzante |
| Area | Letteratura per l’infanzia |
| Academic discipline | M-PED/02 |
| Type of study-unit | Obbligatorio (Required) |
| Language of instruction | Italian |
| Contents | the course aims to provide an overview of children’s literature from its origins to the present day through an Historic-pedagogical approach |
| Reference texts | S. Barsotti, L. Cantatore (a cura di), Letteratura per l'infanzia. Temi, forme e simboli della contemporaneità, Roma, Carocci, 2019 Filomia M, (2023), Abitare la soglia. Sguardi inclusivi nella lettaratura per l'infanzia, Lecce, Pensamultimedia; For Erasmus students : -Campagnaro, M. & Goga, N. (2022). Material Green Entanglements: Research on Student Teachers’ Aesthetic and Ecocritical Engagement with Picturebooks of Their Own Choice. International Research in Children’s Literature, 15(3), 308-322; - Campagnaro, M. (2021) Picturebooks and aesthetic literacy in early childhood education. In Å.M. Ommundsen, G. Haaland & B. Kümmerling-Meibauer (Eds.), Exploring Challenging Picturebooks in Education. International Perspectives on Language and Literature Learning (pp. 79-98). Oxon/New York: Routledge. https://doi.org/10.4324/9781003013952-7 |
| Educational objectives | Desired learning outcomes are: - Knowledge and understanding of the major genres, themes and forms of children's literature; - knowledge and understanding of the history of children's literature, with particular reference to the Italian context and its protagonists; - know how to move in the contemporary publishing scene; know how to evaluate and select literary materials to be proposed in class. |
| Prerequisites | The course has no specific prerequisites |
| Teaching methods | Teacher up front lessons, exercises, group work, seminars with writers and experts. |
| Other information | The programme is the same for non-attending students |
| Learning verification modality | The final assessment consists of an oral exam on the entire syllabus. For information on support services for students with disabilities and/or DSA, visit the page http://www.unipg.it/disabilita-e-dsa |
| Extended program | S. Barsotti, L. Cantatore (a cura di), Letteratura per l'infanzia. Temi, forme e simboli della contemporaneità, Roma, Carocci, 2019 - Filomia M, (2023), Abitare la soglia. Sguardi inclusivi nella lettaratura per l'infanzia, Lecce, Pensamultimedia - one texts of Classic narrative - one children's book review |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | No poverty; Quality education; reduce inequalities |