A Partire dalla O di Giotto

Abstract

In many nursery schools, paying careful attention to the images observed and produced by children is an integral component of educational design. Images are used to foster a mindful, active gaze, as well as in laboratory work, experimentation, and personal and group production. In this paper, we investigate the selection of artists that educators conventionally present to children, based on the results of a survey conducted with student teachers in primary education. The research findings suggest the need to include lesser-known artists in this selection, especially contemporary ones, and to tailor choices to context-specific educational needs. By way of example, we describe a project implemented with a mixed-age nursery school class, showing that, even when images appear readily accessible to interpretation, competent guidance is required to exploit their potential as a stimulus and source of discovery. In the present case study, after the teachers and children had formulated an initial research question on the theme of Giotto’s “O”, they were provided with input on artists and techniques that matched specific learning objectives. During their exploratory action, the children interpreted and presented their main discoveries, both individually and collectively. The documentation produced by the teachers allows us to analyze both the educational action and the children's learning trajectories. The project also impacted on the children’s everyday experience and stimulated the production of new artifacts.

This paper was jointly conceptualized by the four authors, but some sections were written together and others individually. Francesca Bassi contributed to the abstract, Sects. 3–5, and the conclusions; Rita Bonfanti to the abstract, Sects. 3–5, and the conclusions; Alessandra De Nicola to the abstract, Sect. 4, and the conclusions; Franca Zuccoli to the abstract, Sects. 1 and 2, and the conclusions.