| Activity | Credits | Period | Academic staff | Timetable |
|---|---|---|---|---|
| LABORATORIO [Gruppo 1] | 1 | Lab. 2B | Luca Simone Rizzo | |
| LABORATORIO [Gruppo 2] | 1 | Lab. 2B | Marisa Bonafini | |
| LABORATORIO [Gruppo 3] | 1 | Lab. 2B | Marisa Bonafini |
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GROUP 1:
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During the educational workshop, we will explore operationally and methodologically the theme of the analysis of landscapes and of the heritage (natural and cultural) in them located. Practical exercises are foreseen, which will get students active. The goal of the exercise is to see HOW to make the analysis of landscapes and of the heritage that it contains (this functionally to activities to be carried out in the classroom or out of it with the pupil).
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GROUP 2 and 3
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During the educational workshop, we will learn how to:
• plan, manage, evaluate geographic education paths according to a systemic model
• identify ways of activating synergies with local extracurricular agencies
• link knowledge with skills for planning / carrying out educational activities
• examine the different cultural paradigms that underlie one’s ideas of the urban environment and of sustainability
• be able to build communities of practice and dialogue with colleagues
• problematize the real and one's own visions of the world
• think via relationships by activating metacognitive reflection and knowledge-building skills
• be able to confront constructively with the visions of others
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GROUP 1:
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- PART 1 (theoretical-methodological premise):
1. After a few introductory remarks on the concept of LANDSCAPE, we will discuss how to analyze geographically a landscape (underlining that there are indeed many ways of examining it)
2. Later, we will make reference to the tools for indirect observation
3. Then, we will choose some and use them for training purposes.
One tool, in particular, will allow us to start reading a landscape: the map. With this in mind, we will clearly highlight how to proceed methodologically to the reading of a landscape using a "map" (in particular topographic - one of the ways to represent the landscape): in doing so we will identify operational steps
- PART 2 (practical exercise):
1. We will start using a topographic map of sections of the Veneto area to read examples of landscapes (alternating natural and anthropic elements, having different shapes and forms)
2. With reference to the latter - and also using tools complementary to the map (the web, web apps, virtual globes, satellite images, available datasets, photos, etc.) - we will identify geographical elements and heritage sites (especially cultural - e.g. historic houses, religious heritage, etc.). The latter, in particular, are geo-signs that have contributed to shaping the landscape. They can help us to interpret it.
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GROUP 2 and 3:
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The program will investigate the issue of URBAN SUSTAINABILITY and will be divided into two phases:
a] 1st phase: 4 hours for each group (3X4h = 12h)
b] 2nd phase : 4 hours for each group (3X4h = 12h)
- THE SUSTAINABLE CITY / Topic: "Urban sustainability".
1. Problem identification: recognition of pre-understandings relating to the theme "urban sustainability" (individual work). Starting from those concepts that often fall within the cognitive matrix of common sense: "city" and "sustainability"
2. Once the themes considered relevant and characteristic of urban sustainability have been identified, the aim is to create a conceptual scheme of the topics shared and co-constructed with the small group
3. Identification of a topic deemed relevant by the group on which to carry out a shared reflection / research in the light of: the knowledge learned during the geography lessons; the 2012 National Indications; the New 2018 Scenarios and the internship experience carried out
4. Hypothesize a didactic path and/or a game to be proposed to the kindergarten and/or primary school on the identified topic; one that takes into account the reflections that emerged and the knowledge learned
5. Presentation of the games made and the educational path followed by the boys and girls of the Municipal Council of the Boys coordinated by the Lecturer in recent years ("Eco game" - a game of the goose on sustainability; "Ecopolis" - a game to create the sustainable city)
- THE SUSTAINABLE CITY / Topic: "An aspect of the sustainable city: participatory planning"
1. Case study: the participatory planning of an urban area
2. Presentation of the case: an area without intended use in the first suburbs of a small city
3. Analysis of the photographs, orthophotopiano, and planimetry of the area in question
4. Role-playing: how participatory planning brings complex needs and problems into play
5. Analysis of the material and solutions produced by the Municipal Council of Children in the redevelopment process of an urban area
6. Debriefing: a shared moment of reflection on the issues addressed, on the outstanding issues and on further research areas
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GROUP 1:
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1. Teamwork
2. Oral presentations of the results, to the lecturer and the class (by means of supports created by the students - e.g.: PowerPoint)
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GROUP 2 and 3:
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Group presentation of the scheme using slides (PDF or PPT).
| Activity | Author | Title | Publisher | Year | ISBN | Note |
| Gruppo 1 | LAVAGNA E., LUCARNO G. | Geocartografia. Guida alla lettura delle carte geotopografiche (Edizione 2) | Zanichelli | 2014 | 880815789X | Del volume indicato come materiale di supporto per il laboratorio, si prendano in esame i capitoli seguenti: 5 (i paragrafi 5.1, 5.2 e 5.3); 6; 7 (i paragrafi 7.6 e 7.7); 8 (il paragrafo 8.3) |
| Gruppo 2 | Luigina Mortari | Educare alla cittadinanza partecipata | Bruno Mondadori | 2008 | ||
| Gruppo 2 | Raymond Lorenzo | La città sostenibile (Edizione 3) | Eléuthera | 1999 | ||
| Gruppo 3 | Luigina Mortari | Educare alla cittadinanza partecipata | Bruno Mondadori | 2008 | ||
| Gruppo 3 | Raymond Lorenzo | La città sostenibile (Edizione 3) | Eléuthera | 1999 |
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