San Marino Scuola Media Inferiore Curriculum - Art Education
Art and Visual Communication
The Art and Visual Communication curriculum aims to enhance students' ability to express themselves creatively, interact critically with various art and visual communication languages, and develop personal aesthetic sensibilities and appreciation for environmental and cultural heritage, with a particular focus on the San Marino territory. The curriculum emphasizes a progressive mastery of visual communication languages and aesthetic, artistic, and cultural education.
Competencies at the end of Scuola Media Inferiore:
- Creativity and Expression: Students express and communicate creatively and autonomously, applying the rules of visual language and functionally using expressive techniques and codes. They design and create various visual texts using static and dynamic images and multimedia language.
- Techniques: Students demonstrate interest in technical research, experimenting with increasingly complex and refined tools and procedures chosen for their expressive projects.
- Perception and Observation: Students analyze reality as a "text," identifying significant signs and their relationships, drawing on prior knowledge or acquiring it through targeted study. They use specific vocabulary to describe observed aspects and share emotional and aesthetic reactions to artworks, cultural heritage, and various images.
- Reading Visual Texts: Students read, understand, and interpret the meanings of static and dynamic images, including audiovisual and multimedia, demonstrating mastery of visual code elements. They analyze artworks, relating them to their historical and cultural contexts, interpreting their meaning by reflecting on expressive, symbolic, technical, and aesthetic aspects, and expressing personal judgments. They recognize the role of artworks in representing the values of their cultural belonging and compare symbolic and aesthetic aspects of different cultures.
- Cultural Heritage: Students are familiar with the main artistic and cultural assets in San Marino, understand their value as a common good, and show sensitivity for their protection and conservation. They recognize the cultural value of images, works, and cultural objects produced internationally.
Skills and Knowledge:
- Creativity and Expression: Students independently design creative and original works inspired by the study of art and visual communication. They creatively rework various visual materials to produce new images, choosing the most appropriate techniques and languages, integrated with other disciplines or acquired in extracurricular contexts.
- Techniques: Students experiment with graphic, plastic, pictorial, and digital techniques. They use specific digital applications to create texts with visual content.
- Perception and Observation: Students acquire a method for systematically observing visual texts, adaptable to different contexts. They perform targeted assignments for selective and analytical observation and use appropriate vocabulary to describe the formal and aesthetic elements observed.
- Reading Visual Texts: Students analyze and interpret images and artworks, relating them to the essential elements of their historical and cultural context. They observe and describe with specific terms the formal and aesthetic elements of an image. They identify the characteristics of visual communication in different areas (art, advertising, information, entertainment, etc.).
- Cultural Heritage: Students know the cultural and environmental assets present in San Marino and can identify their aesthetic, historical, and social values. They recognize, protect, and enhance international cultural heritage.
Methodologies:
The laboratory methodology is fundamental to the discipline, both in terms of creative production and in the reading of images and the study of art. The laboratory is the privileged place where students can engage with manual skills and give shape to their inner world. Through the reading of visual texts, they will be stimulated to observe, cooperate, and compare with each other. The didactic project alternates moments of fruition with moments of production, through two different processes:
- Production → Fruition: The activity begins with a laboratory experience and concludes with an interpretative reading of the artistic text.
- Fruition → Production: Starting from an interpretative reading of a work or from the analysis of a cultural context, a visual work is produced.
It is important to confront students, teachers, and parents with their imagination and expressive language; therefore, throughout the year, moments are identified to set up exhibitions of the works.
Source: |