Diacrises and mixed emotions in the relationship between music and art cinema: teacher learning and training through multimodal experiences

Abstract

The study discusses the ability to develop metacognitive skills through experiences of contact with cinematic works that produce complex, multifaceted, emotional impacts understood by the body before they are understood by the mind. We investigate the relationship between music and images by identifying morphological profiles and the multimodal value of hybridized, dynamic and mutually changing phenomena [Zambaldi, 2016] in which we see ourselves [Gallese, Guerra, 2015]. We must emphasize that only by elaborating propositions, reordering reality according to grammatical codes and syntactic patterns, it is possible to circumscribe and amplify the power of communication and non-verbal relationships: the power of embodied cognition must not stop but foster the power of words

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Agosti, A. (Ed.). (2004). Il cinema per la formazione: argomentazioni pedagogiche e indicazioni didattiche (Vol. 6). Milano: FrancoAngeli.

  • Biasci, V. & Bonaiuto, P. & Cordellieri, P. (2004). La componente estetica nella comunicazione didattica. TD Tecnologie Didattiche, 1, 4-13.

  • Bion, W. R. (2009). Apprendere dall’esperienza. Roma: Armando Editore.

  • Carroll, N. (2011). La Filosofia del Cinema. Roma: Dino Audino Editore.

  • Ciappei, C. & Cinque, M. (2014). Soft Skills per il governo dell’agire. La saggezza e le competenze prassicopragmatiche, Milano: Franco Angeli.

  • Cohen, A. J. (2001). Music as a source of emotion in film. Music and emotion: Theory and research, 249-272.

  • Gallese V., Guerra M. (2015). Lo schermo empatico. Cinema e neuroscienze. Milano: Raffaello Cortina.

  • Gardner, H. (2005). Educazione e sviluppo della mente. Intelligenze multiple e apprendimento. Trento: Edizioni Erickson.

  • Hascher, T. (2010). Learning and Emotion: perspectives for theory and research. European Educational Research Journal, 9.1, 13-28.

  • Herchrich, S. & Münte, T. F. & Altenmüller, E. O. (2008). Unforgettable film music: the role of emotion in episodic long-term memory for music. BMC neuroscience, 9.1, 48.

  • LeDoux, J. (2003). Il cervello emotivo. Alle origini delle emozioni. Milano: Baldini & Castoldi.

  • Lombardo, P. (2014). Memory and Imagination in Film: Scorsese, Lynch, Jarmusch, Van Sant. Berlin: Springer.

  • Malavasi, P.; Polenghi, S.; Rivoltella, P. C. (Ed.) (2005). Cinema, pratiche formative, educazione. Milano: Vita e Pensiero.

  • Meredith M.A. (2002) On the neural basis for multisensory convergence: a brief overview. Cognitive Brain Research. 14, 31-40.

  • Metz, C. (1964). Cinéma: langue o language? Comunicazioni, 4 (1), 52-90.

  • Moon, J. (2012) Esperienza, riflessione, apprendimento. Roma: Carocci.

  • Morin, E. (2001). I sette saperi necessari all’educazione del futuro. Milano: Cortina.

  • Plutchik R. (1980), Emotion: A Psychoevolutionary Synthesis. New York: Harper & Row.

  • Read, H. E. (1958). Education through art. Oxford, (UK): Pantheon.

  • Rogoff, B. & Lave, J. (Ed.) (1984) Everyday cognition: Its development in social context. Harvard: Harvard University Press.

  • Simpson, J. W., Delaney, J. M., Carroll, K. L., Hamilton, C. M., Kay, S. I., Kerlavage, M. S., & Olson, J. L. (1998). Creating Meaning through Art. Teacher as Choice Maker. Prentice-Hall, Inc., Upper Saddle River, NJ: Simon & Schuster/A Viacom Company, 07485.

  • Sroufe, L. A. (2000). Early relationships and the development of children. Infant Mental Health Journal, 21.1-2, 67-74.

  • Striano, M. (2000) I tempi e i luoghi dell’apprendere. Processi di apprendimento e contesti di formazione. Napoli: Liguori.

  • Varani, A. (2000). Emozioni, apprendimento e ipermedialità. Psicologia e scuola, 98, 2.

  • Wertsch, J. (1985) Culture, communication and cognition. Cambridge (UK): Cambridge.

  • Zambaldi, N. (2016). Embodied Education al centro di un nuovo paradigma: un contributo da arte e teatro per un’interfaccia multimodale. Formazione & Iinsegnamento. Rivista internazionale di Scienze dell’educazione e della formazione, 14.2, 333-340.

Journal + Issues

Search