The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.

The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.

Department of Education SciencesDegree course in Professional Community EducatorAcademic Year 2017-2018INTERCULTURAL DIDACTICS9 CFU 54 hoursProf. Donatello SantaroneTitle and contents of the coursePoetry education worldThe title of the course, Poetry Education World, recalls three dimensions of knowledge that will be investigated in class starting from the reading of the poet and essayist Franco Fortini (1917-1994) and the philosopher and economist Karl Marx (1818-1883).The first book on which the course is based is The Poets of the Twentieth Century by Franco Fortini, an author-anthology story in which Fortini's critical method is always aimed at triggering short circuits between poetry, history and language and which allows us to read and comment on some emblematic texts of our 20th century poetic. The major scholars of education - Dewey, Bruner, Gardner - have repeatedly advocated the centrality of artistic education in learning processes. It should therefore be stressed the importance of reading poetry for the enhancement of those qualities that underlie every authentic educational relationship: listening, depth, attention, critical capacity, creativity. Furthermore, poetry makes use of a deliberately ambiguous language, based on a multiplicity of meanings, on a semantic richness capable of undermining the flat conformism of so much communication present in everyday speech, in books, in the media, in the web.The second book of the course is the Communist Manifesto of Karl Marx and Friedrich Engels in a new Italian edition published on the occasion of the bicentenary of the birth of Marx (1818-2018). For its educational implications, for the global dimension of its analyzes, for its revolutionary proposals for overcoming capitalism, the Manifesto remains a text still precious today to understand the society of the world capital in which we live.The Manifesto is, moreover, a literary text, cleverly organized from the rhetorical point of view, with a pressing and percussive oratory that makes it - as Umberto Eco clearly saw - a classic of world literature. On the other hand, Marx was an avid reader not only of philosophy, history, economics but also of literature: he read Aeschylus in Greek, Dante in Italian, and then Shakespeare, Cervantes, Goethe ... The daughters tell that on trips outside London passed the time to declaim verses. In spite of caricatures and cynics, Marx was therefore a profound humanist who applied himself to the critique of political economy because it was there and is the heart of man's exploitation of man, of alienation, of commodification, of product accumulation. from the capital: the obstacles that prevent the majority of men and women from enjoying the beauty and spiritual richness of great literature and, in general, of the fruits of human knowledge.In short, and in conclusion, it is a journey of reading that would weave poetry and history, literature and society, education and the world through the lenses of Fortini and Marx (central author, among other things, just to understand the guidelines cultural and political initiatives by Franco Fortini).Aims• Knowing how to read and comment critically an argumentative text and a literary text.• To experience the "alienating" character of the language of poetry.• Acquiring a method of reading non-impressionistic texts but based as much as possible on the "letter" of what the text says.• Knowing how to connect different knowledge in the analysis of texts.• To know some fundamental moments in the world history of the twentieth and twenty-first centuries and to connect these moments to the educational dimension.• Acquire cognitive, imaginative and critical skills.Exam texts:1. Franco Fortini, The poets of the twentieth century, edited by Donatello Santarone, with an introductory essay by Pier Vincenzo Mengaldo, Donzelli, Rome 2017.2. Karl Marx - Friedrich Engels, Communist Manifesto, by Enrico Donaggio and Peter Kammerer, Feltrinelli, Milan 2017.Note: photocopies of textbooks are forbidden; on the day of the exam the students will have to bring the two volumes of the textbooks.Beginning of the lessonsTuesday, March 6, 2018: it is recommended to bring textbooks from the first day to class; considering the seminar character of the course, based on reading and commenting on the texts, without the books it will not be possible to take a lesson.Class scheduleTuesday 9-12 classroom 6Wednesday 9-12 classroom 6Thursday 9-12 classroom 19All lessons take place in the New Didactic Center at Via Principe Amedeo 184.Method of organizing teaching: seminar. Brief historical-critical introduction of the teacher, reading and commentary of the text, student interventions, discussion. Interventions by external experts and vision of films and documentaries. Production of short reports, critical summaries, summaries, power points or other teaching materials by the students.Performance of the proof of profit: oral exam. The student will be asked to read, analyze and comment on some poems of Fortini's anthology that will be indicated at the beginning of the course and of the significant pieces of Marx's text. For students and students of "Intercultural Didactics" the intercultural dimension of the texts examined and the teaching translatability of knowledge will be highlighted.Student reception hoursWednesday 13-14 hours, Room 20, third floor, Via Milazzo 11b, 00187 Rome.The teacher receives by appointment also on other days of the week.Contactstel. 06/57339334 cell. 368/3062489donato.santarone@uniroma3.it www.cesme.it

Exam texts:1. Franco Fortini, The poets of the twentieth century, edited by Donatello Santarone, with an introductory essay by Pier Vincenzo Mengaldo, Donzelli, Rome 2017.2. Karl Marx - Friedrich Engels, Communist Manifesto, by Enrico Donaggio and Peter Kammerer, Feltrinelli, Milan 2017.

The title of the course, Poetry Education World, recalls three dimensions of knowledge that will be investigated in class starting from the reading of the poet and essayist Franco Fortini (1917-1994) and the philosopher and economist Karl Marx (1818-1883).The first book on which the course is based is The Poets of the Twentieth Century by Franco Fortini, an author-anthology story in which Fortini's critical method is always aimed at triggering short circuits between poetry, history and language and which allows us to read and comment on some emblematic texts of our 20th century poetic. The major scholars of education - Dewey, Bruner, Gardner - have repeatedly advocated the centrality of artistic education in learning processes. It should therefore be stressed the importance of reading poetry for the enhancement of those qualities that underlie every authentic educational relationship: listening, depth, attention, critical capacity, creativity. Furthermore, poetry makes use of a deliberately ambiguous language, based on a multiplicity of meanings, on a semantic richness capable of undermining the flat conformism of so much communication present in everyday speech, in books, in the media, in the web.The second book of the course is the Communist Manifesto of Karl Marx and Friedrich Engels in a new Italian edition published on the occasion of the bicentenary of the birth of Marx (1818-2018). For its educational implications, for the global dimension of its analyzes, for its revolutionary proposals for overcoming capitalism, the Manifesto remains a text still precious today to understand the society of the world capital in which we live.The Manifesto is, moreover, a literary text, cleverly organized from the rhetorical point of view, with a pressing and percussive oratory that makes it - as Umberto Eco clearly saw - a classic of world literature. On the other hand, Marx was an avid reader not only of philosophy, history, economics but also of literature: he read Aeschylus in Greek, Dante in Italian, and then Shakespeare, Cervantes, Goethe ... The daughters tell that on trips outside London passed the time to declaim verses. In spite of caricatures and cynics, Marx was therefore a profound humanist who applied himself to the critique of political economy because it was there and is the heart of man's exploitation of man, of alienation, of commodification, of product accumulation. from the capital: the obstacles that prevent the majority of men and women from enjoying the beauty and spiritual richness of great literature and, in general, of the fruits of human knowledge.In short, and in conclusion, it is a journey of reading that would weave poetry and history, literature and society, education and the world through the lenses of Fortini and Marx (central author, among other things, just to understand the guidelines cultural and political initiatives by Franco Fortini).

See Programma dell'insegnamento

P R O G R A M M E (2017 - 2018)

THE DISTINCTION BETWEEN TEXT AND PERFORMANCE. VERBAL AND NON- VERBAL SIGNS. THE ARTISTIC AND THEATRICAL COMMUNICATION. PERFORMANCE AND CODE. THE PROBLEM OF THE REFERENT. THE STAGE AND ITS POINT OF DEPARTURE. PROCEDURES FOR ANALYSING LANGUAGE. THE THEATRICAL OBJECT. THE TEXT- PERFORMANCE RELATION AND THE OBJECT. SPACE AND PERCEPTION. STAGE AND OFF-STAGE. ORGANIZED SETS. THE DIALECTIC OF TIME. SPACE TIME. TIME AND SEQUENCES. MICRO SEQUENCES AND THEIR FUNCTION.THE ARTISTIC AND THEATRICAL ENUNCIATION.
THEATRE AND EXPRESSIVE AREAS IN COMMUNITY HELP ( PRISONS, GROUP HOMES, PSYCHIATRICS HOSPITALS, PUBLIC HOSPITALS). EDUCATIONAL AND FORMATIVE TECHNIQUES.
THE THEATRE AND THE CHURCH: KAROL WOJTYLA, A TRAINER OF COMMUNITY IN 20th CENTURY.
SHAKESPEARE, A UNIVERSAL COMMUNITY EDUCATOR.
SHAKESPERE: FROM THE TEXT TO THE SCENE. REWRITING TECHNIQUES.
During the lessons will be hosted experts from the entertainment world:actors and directors of cinema and theater, playwrights, script writers, translators, musicians, costume designers, voice actors, lighting, sound and editing technicians, curators of the duels and battles...

BASIC TEXTS:
A.Lombardo – E. Tarantino, The Hystory of British Theatre. The age of Shakespeare. Rome, Carocci, 2001.
Gianfranco Bartalotta, Carmelo Bene and Shakespeare, Bulzoni, Rome 2000.
Gianfranco Bartalotta, Hamlet in Italy in the 20th century, Armando Curcio editore, Rome 2013
Contemporary Theatre and Cinema (directed by Gianfranco Bartalotta), vol. 27, Pagine, Rome 2017.

ONE OF THE FOLLOWING TEXTS (at the choice of the student):
Bill Bryson, Shakespeare: the world as a stage, Parma, Guanda, 2008.
Anne Ubersfeld, Reading Theatre, Carocci, Rome, 2008.
Paolo Impara (edited by), The professional educationalist, Pagine, Rome 2017.

READING AND ANALYSIS OF THE FOLLOWING PLAYS:
W.Shakespeare, Hamlet, any edition.
W.Shakespeare, Richard III, any edition.
Eugene Ionesco,The Bald Soprano, any edition.
Karol Wojtyla, The Jeweler's Shop, any edition.