albi illustrati

  • Eredità del Novecento. Il lascito munariano alla letteratura per l’infanzia

    Author: Marnie Campagnaro
    E-mail: marnie.campagnaro@unipd.it
    Institution: Università di Padova
    Year of publication: 2017
    Source: Show
    Pages: 69-85
    DOI Address: https://doi.org/10.15804/IW.2017.08.18
    PDF: iw/08_2/iw8204.pdf

    A Twentieth-Century Legacy: Bruno Munari’s Gift to Children’s Literature

    Bruno Munari left an important legacy to both Italian and international children’s literatures. The hallmarks of this legacy are traditionally considered to be his picture books and their unique visual narratives, illustrations, and tactile surfaces. This essay, however, takes a different approach to interpreting his work. It uses a selection of Munari’s picture books to demonstrate how the extent of his legacy is far more wide-reaching, depicting it as a crossroads that links various features of his long career as an artist and designer. These features include the extraordinary nature of everyday life, faith in the visual, and the challenges laid down by limits, all of which are also fundamental to contemporary children’s literature.

  • Viaggi di immagini e parole. La didattica dell’italiano nella scuola primaria con gli albi illustrati e i silent books

    Author: Simone Fornara
    E-mail: simone.fornara@supsi.ch
    Institution: University of Applied Sciences and Arts of Southern Switzerland
    Year of publication: 2017
    Source: Show
    Pages: 65-83
    DOI Address: https://doi.org/10.15804/IW.2017.08.04
    PDF: iw/08_1/iw8104.pdf

    Journeys of Pictures and Words: Teaching the Italian Language in Primary School with Picturebooks and Silent Books

    Picturebooks (and silent books, with images only and without words) are children’s books commonly considered suitable only for young children of pre-school age or in the earliest years of schooling. For this reason, picturebooks are mostly neglected in teaching in higher educational stages. Nevertheless, the educational potential of picturebooks is considerable, especially in the later years of primary school. For example, in Italian language teaching, they can be extraordinary tools for planning didactic projects that allow instructors to integrate the teaching/learning of all linguistic skills and of metalinguistic reflection, which are the main elements in the curricula related to Italian language teaching in Italian-speaking countries and contexts.
    The article aims to show the validity of the above claim by establishing a possible classification of picturebooks into six distinct types and by describing some didactic projects and activities developed in primary schools in Canton Ticino (Italian Switzerland). Focusing on the pleasure of reading engaging stories and on motivation, picturebooks enable teachers to pursue ambitious and challenging goals, such as creating one or more new picturebooks inspired by the one read initially or transposing a picturebook into a theatre script. At the same time, picturebooks enable students to develop their speaking, listening, reading, and writing skills.

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