- Identify the basic principles for learning handwriting (correct posture, hand-eye coordination, grasp, development of fine motor skills);
- Know the movements (inscription, progression) that allow writing;
- Know the main categories of handwriting (spacing, form, movement, pressure) and related items;
- Be able to observe spacing, form, movement and pressure items according to the phases of learning handwriting (pre-calligraphic, calligraphic and post-calligraphic phases);
- Recognise inappropriate handwriting development;
- Apply the basic principles of teaching the graphic gesture.
At the end of the course, student will:
- recognise basic aspects and movements for the learning of handwriting;
- be able to teach handwriting, from the basic movements for drafting letters and numbers to the main categories for appropriate handwriting;
- be able to recognise inappropriate learning according to the three phases of the development of handwriting (pre-calligraphic, calligraphic and post-calligraphic phases);
- be able to apply the basic principles for (re)educating the graphic gesture in case of inappropriate learning.
- Know the movements (inscription, progression) that allow writing;
- Know the main categories of handwriting (spacing, form, movement, pressure) and related items;
- Be able to observe spacing, form, movement and pressure items according to the phases of learning handwriting (pre-calligraphic, calligraphic and post-calligraphic phases);
- Recognise inappropriate handwriting development;
- Apply the basic principles of teaching the graphic gesture.
At the end of the course, student will:
- recognise basic aspects and movements for the learning of handwriting;
- be able to teach handwriting, from the basic movements for drafting letters and numbers to the main categories for appropriate handwriting;
- be able to recognise inappropriate learning according to the three phases of the development of handwriting (pre-calligraphic, calligraphic and post-calligraphic phases);
- be able to apply the basic principles for (re)educating the graphic gesture in case of inappropriate learning.
scheda docente
materiale didattico
The course will be mostly practical. Students will learn to recognise the basic aspects and movements for the learning of handwriting according to the development of grapho-motor skills expected at different ages; they will learn how to teach handwriting, from the basic movements for drafting letters and numbers to the main categories for appropriate handwriting. They will also learn how to recognise inappropriate learning according to the three phases of the development of handwriting (pre-calligraphic, calligraphic and post-calligraphic phases). The study will be supported by the analysis of manuscripts produced by primary school children.
▪ Angelini, C., Bocci, F. (a cura di), L'arte di scrivere. Prospettive a confronto, Milano, Franco Angeli, 2019. Testo integralmente disponibile in open access al seguente link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499
▪ Cassarino, S., Il piacere di scrivere a mano, Torino, Il leone verde, 2021.
▪ Di Brina, C., Rossini, G., BHK. Scala sintetica per la valutazione della scrittura in età evolutiva, Trento, Erickson, 2011.
▪ Fantuzzi, P., Tagliazucchi, S., Laboratorio grafo-motorio, Trento, Edizioni Erickson, 2009.
▪ Graphos. Rivista internazionale di Pedagogia e didattica della scrittura, https://graphos.info/index.php/graphos/issue/archive
▪ Nusiner, M. (a cura di), Educo al corsivo. Metodo A.E.D. per la scuola primaria, Genova, Erga edizioni, 2019.
▪ Nusiner, M. (a cura di), Pedagogia del gesto grafico per la scuola dell’infanzia e primaria. Introduzione al CORSIVO SUBITO!, Genova, Erga edizioni, 2019.
▪ Olivaux, R., Pedagogia della scrittura e grafoterapia, Roma, Epsylon, 2014.
▪ Teruggi, L. A., Leggere e scrivere a scuola: dalla ricerca alla didattica, Roma, Carocci editore, 2021.
▪ Thoulon-Page, C., de Montesquieu, F., Manuale di rieducazione della scrittura, Roma, Epsylon, 2017.
▪ Travaglini, R., Pedagogia e educazione dell’attività grafica infantile, Pisa, ETS, 2019.
▪ Venturelli, A., Scrivere: l’abilità dimenticata, Milano, Mursia, 2011.
▪ Vertecchi, B. (a cura di), I bambini e la scrittura. L'esperimento Nulla dies sine linea, Milano, Franco Angeli, 2016, pp. 7-141.
Programma
The course will be mostly practical. Students will learn to recognise the basic aspects and movements for the learning of handwriting according to the development of grapho-motor skills expected at different ages; they will learn how to teach handwriting, from the basic movements for drafting letters and numbers to the main categories for appropriate handwriting. They will also learn how to recognise inappropriate learning according to the three phases of the development of handwriting (pre-calligraphic, calligraphic and post-calligraphic phases). The study will be supported by the analysis of manuscripts produced by primary school children.
Testi Adottati
▪ Angelini, C., La grammatica del segno: imparare a scrivere nella scuola primaria con l’esercizio quotidiano e strumenti scrittori ergonomici, Graphos. Rivista internazionale di Pedagogia e didattica della scrittura, 2022, 1, 99–118, https://graphos.info/index.php/graphos/article/view/12/105▪ Angelini, C., Bocci, F. (a cura di), L'arte di scrivere. Prospettive a confronto, Milano, Franco Angeli, 2019. Testo integralmente disponibile in open access al seguente link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499
▪ Cassarino, S., Il piacere di scrivere a mano, Torino, Il leone verde, 2021.
▪ Di Brina, C., Rossini, G., BHK. Scala sintetica per la valutazione della scrittura in età evolutiva, Trento, Erickson, 2011.
▪ Fantuzzi, P., Tagliazucchi, S., Laboratorio grafo-motorio, Trento, Edizioni Erickson, 2009.
▪ Graphos. Rivista internazionale di Pedagogia e didattica della scrittura, https://graphos.info/index.php/graphos/issue/archive
▪ Nusiner, M. (a cura di), Educo al corsivo. Metodo A.E.D. per la scuola primaria, Genova, Erga edizioni, 2019.
▪ Nusiner, M. (a cura di), Pedagogia del gesto grafico per la scuola dell’infanzia e primaria. Introduzione al CORSIVO SUBITO!, Genova, Erga edizioni, 2019.
▪ Olivaux, R., Pedagogia della scrittura e grafoterapia, Roma, Epsylon, 2014.
▪ Teruggi, L. A., Leggere e scrivere a scuola: dalla ricerca alla didattica, Roma, Carocci editore, 2021.
▪ Thoulon-Page, C., de Montesquieu, F., Manuale di rieducazione della scrittura, Roma, Epsylon, 2017.
▪ Travaglini, R., Pedagogia e educazione dell’attività grafica infantile, Pisa, ETS, 2019.
▪ Venturelli, A., Scrivere: l’abilità dimenticata, Milano, Mursia, 2011.
▪ Vertecchi, B. (a cura di), I bambini e la scrittura. L'esperimento Nulla dies sine linea, Milano, Franco Angeli, 2016, pp. 7-141.
Modalità Frequenza
Three hours a week, not compulsory, usually in a single day.Modalità Valutazione
For the final exam, students will have to write a 10-page paper following the instructions provided by the teacher. There will be no oral exam.