PRESENTATION ON THE PLOT OF THE IMAGINATION

ON THE PLOT OF THE IMAGINATION

Project

Through fantasy the value of reality is believed. Children and teenagers, like adults, cannot give up their fantasies, it would mean giving up contact with the world. As can be read in "New theories of imagination, imagination should be considered as a way to simulate other faculties: perception, memory, thinking". Here, then, is the difference between history and invention - between memory and imagination: the former fixes and reworks as little as possible. The second instead articulates, modifies, moves, reconstructs. In this simple gap we have the birth of the aesthetics of art. Emotions enter the scene associated with images and verbal and non-verbal language with bodily affective effects which are the substrate for the articulation of the narrative. The partner teaching team intends to promote children's interest in understanding how the real, the imaginary and the magical are closely intertwined to constitute the very nature of human cognition.

Imagination and fantasy: they influence the child's mindset by showing him the unpredictable ability to imagine thanks also to books with blank pages, without written text or only with images. The magic that happens when you observe the first pages of these volumes fascinates the minds of children and young people and the creative game of inventing the story begins."

The partner teaching team stimulates the students to observe: to look and immerse themselves in the images, to follow the events of a character, to invent the noises contained in the pages, with the possibility of giving different interpretations of the story; which, influenced by the emotional experiences of children and their wealth of knowledge and experiences, will enrich their ability to imagine and narrative knowledge with the help of STEM. The narration of visual arts as a form of play with the function of "doing" helps children to increase the ability to organize information and use it to face the challenges proposed thanks to the inclusive inductive methodology; through the creation of action scenarios simulated.

The Design Thinking designed by the teaching team focuses on Inquiry-Based education (IBSE) on the stimulation of curiosity, the development of critical thinking in children. The partner teaching team intends to dedicate the child's attention to the expressive model, to multisensorial nature of perception and expressive sensitivity to perceive reality and perceive the image in an artistic frame.

Sottotitolo

GOALS

on disciplinary skills in reference to fields of experience: -knowledge of the world Observation Classification Seriation action research -“speeches and words” -I listen -Metacognitive competence (elaboration, reflection on experience, perceptions and thoughts)- -the self and the other - relationships and civic skills image, sounds and colors -perception, re-elaboration, aesthetic and formal research the body and movement: -dramatization expressivity: images, sounds, colours

The team of partner teachers discusses key European skills: • Learning to learn • Digital skills • Critical thinking/Problem solving: ability to identify and ponder situations, ideas and information to formulatej answers and solutions. • Social and civic skills • Initiative • Communication in native language Communication in English

Narration is the focus created by the partner teachers: a game that stimulates imagination and curiosity, the book is the precious object that hides magical stories inside. The project is intriguing and engaging for both children that for the partner teaching teams; the children will learn to be active builders of knowledge. The strategies and choices of the path, by the partner teaching teams, contribute to giving shape to inclusive experiential activities with the help of ICT.

WORK PHASES

1) Points of view

2)I think: heuristic - bodily - STEAM game

3) cataloging methods and tools

4) zone without judgement: exploration-research

PLANTS,flowers for sustainable green era and outdoor games in the words in the city Milan Italy

The responsibilities of the project are shared with the European partners and we will work in cooperative learning between teachers and children in planning and collaboration activities with meetings in MEET

RESULTSCreation of DT design thinking with documentation production through ICT, digital storytelling, creation of theatrical environments Tools used Tablet Computer App Smartphone iPad -IMOVIE

Assessment Evaluation and self-evaluation of the project by children and teachers through ICT Dissemination of the project