The Children's Literature Workshop will enable the student to achieve the following objectives:
1. Apply, in a laboratory context, what has been learnt during the teaching of children's literature.
2. Promote a passion for reading and its potential.
3. Analysing the book as a tool for mutual knowledge.
4. Using the potential of visual, auditory, verbal and non-verbal language.
5. Use and develop discursive and sociolinguistic knowledge.
6. Encouraging imagination and creativity in small groups.
7. Structuring theoretical and practical experiences of didactic analysis, design and simulation in line with the topics covered in the lessons.
Basics of Children's Literature.
Group work, rewriting of stories and classics of children's literature, also with the help of new technologies.
Groups of students will be formed and tasked with rewriting a selection of classics in the form of picture books and/or silent books, also with the help of new technologies. The final examination will be oral and will consist of a discussion of the material and exercises covered during the lectures. The aim of the assessment is to verify students' knowledge of the methodological and operational tools they have learned, ensuring that they are able to integrate theory and practice effectively and critically.
Materials provided by the teacher. Projection of illustrated books and images from other types of children's books.
The workshop will be structured by dealing with various themes and aspects of children's literature. In particular, the role of illustration and the synergetic relationship between this and the text will be the subject of work.
Students will have to comment critically on selected passages from the syllabus, carry out read aloud activities, produce dramatisations and devise customised projects, using innovative tools.
Starting from the syllabus, the students, divided into groups, will be invited to produce works of poetry writing and nursery rhymes or rewriting classic fairy tales, in a modern key also imagining their use with the languages and technologies of digital communication.
The students will also be stimulated to (re)contextualise and problematise educational situations and events, analysing and reworking them in a reflective form with the aim of putting the children in a position to always place themselves in a personal reading perspective.
A number of short activities will be organised aimed at enhancing and improving expository skills, objectives and the nature of the educational intervention with particular reference to the use of illustrated stories, also declined within technology-mediated educational contexts.
Students, at the end of the workshop, will have acquired the skills to structure a genuine educational relationship, aimed at emotional-affective, socio-cultural and cognitive maturation, also through a conscious use of pre-reading and reading.
The students will be able to design and implement educational paths based on narration and the text/reader relationship, adopting different methodologies and solutions appropriate to the child's development and learning progression, also providing the tools for monitoring the teaching action.
