EDUCATIONAL POTENTIAL OF THE 20TH CENTURY PHILOSOPHICAL ADVENTURE FICTION

This paper reviews the primacy of materiality in Bruno Munari’s work based on the case study of two of his picturebooks. Bruno Munari was one of 20th-century Italy’s most eclectic figures. Over the course of his lengthy career as an artist and designer, Munari explored the field of materiality in children’s books with exceedingly favourable results. His picturebooks set a precedent in the field of children’s literature, and they are highly valued even today. Children are fascinated by the opportunity to organise the experience of reading more freely thanks to innovative graphic and typographic mechanisms that fully exploit the editorial potential of materials such as paper, construction paper, and cardboard, but also transparent or semi-transparent sheets of acetate film, wood, plastic, sponge, and so on. In this paper, I describe the exclusive relationship that Munari developed over the years with the book as an object in all its various components (text and paratext). To do so, I discuss two of Munari’s significant editorial projects, the picturebook entitled Nella notte buia [In the Dark of the Night] (1956) and I Prelibri [Prebooks] (1980). I analyse the ways in which the Milanese artist succeeded in exploiting all the communicative, aesthetic and educational potential of these books’ material dimension.

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ЛИТЕРАРНО-ДОКУМЕНТАРНА ПРОЗА У НАСТАВИ ЗАВИЧАЈНЕ КУЛТУРЕ: НА ПРИМЕРУ ПИСАЦА ИЗ УЖИЦА

ИСХОДИШТА ◽

10.46630/ish.7.2021.16 ◽

2021 ◽

Vol 1 (7) ◽

pp. 237-246

Author(s):

Милка В. Николић

Keyword(s):

Cultural Heritage ◽

20Th Century ◽

Private Life ◽

The Other ◽

Modern Education ◽

The Social ◽

The World ◽

Different Types ◽

Educational Potential ◽

Different Cultures

Modern education prepares student for a life in the world where a dialogue between different cultures exists. On the other hand, modern education enables the growth of student’s conscience about the belonging to a certain community and desire to personally contribute to preservation of homeland cultural heritage. It is believed that a child who is aware of the identity of its closer environment will have harsher criteria for accepting the legacies of general culture and understanding the separate cultures. Autobiographies, memoirs, and journals are characterized by different types of discourse (narration, description, argumentation, interpretation). The works in question (entire or in fragments) should be used as a didactic tool for developing and promoting students’ different abilities. The paper discusses the educational potential of documentary prose in literature by the writers of different profiles (craftsmen, entrepreneurs, soldiers, artists), born in Užice, who depicted the social and private life from the end of the 19th and the beginning of the 20th century. The goal is to examine the possibilities for the development and improvement of students’ abilities by using these works in history and literary classes. Documentary prose in literature by homeland writers represents the narrative rich in information and details, which allows teacher to enlighten the events, characters, and occurrences from different perspectives.

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SOCIAL AND POLITICAL VIEWS OF OSYP HERMAIZE

Bulletin of Taras Shevchenko National University of Kyiv History ◽

10.17721/1728-2640.2020.147.7 ◽

2020 ◽

pp. 33-38

Author(s):

L. Mohylnyi

Keyword(s):

20Th Century ◽

Local Community ◽

Scientific Work ◽

Educational Work ◽

Political Beliefs ◽

Political Views ◽

The Social ◽

History Of ◽

The Russian Empire ◽

Educational Potential

In the late 19th – early 20th century intelligentsia of various ethnic origins in Ukraine formed the idea of the importance of personal contribution to the development of scientific, cultural and educational potential of the peoples in the Russian Empire. Leading figures of Ukrainophile community called on talented intellectuals to contribute to the development of education and science in Ukraine. Osyp Hermaize was one of those who responded to this unofficial call. The purpose of this article is to analyze the social and political beliefs of O. Hermaize as one of the active representatives of the intelligentsia of Kyiv in the first third of the 20th century. In the research, the method of historicism, objectivity and science has been used. The scientific novelty is that the article is the first attempt to investigate the social and political views of the famous historian of the 1920’s O. Hermaize. The social and political views of the scientist determined his deep interest in Ukrainian studies. His cultural and educational work began immediately after graduation from the Faculty of History and Philology of Kyiv University when he joined the local community of Ukrainians. The February Revolution of 1917 radically changed the life of the scientist. The scientist devoted a significant part of his life to cultural and educational activities, including work at Kyiv “Prosvita”, the Ukrainian Scientific Society named after Taras Shevchenko, the Kyiv Labour School, organization of the research on the history of RUP and other Ukrainian parties at All-Ukrainian Academy of Ukrainian sciences. The study of social and political views of O. Hermaize allowed us to identify three main stages in the formation of his beliefs: 1) the 1916-1917 determined his interest in Ukrainian studies; 2) the 1918-1924 put forward an educational factor in his public activities, and 3) during the 1924-1929 both pedagogical and scientific work came forward.

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The didactics of colour in art and artistic education of the 20th century

EUROPEAN HUMANITIES STUDIES: State and Society ◽

10.38014/ehs-ss.2019.2.04 ◽

2019 ◽

Vol 2 ◽

pp. 40-50

Author(s):

Дмитро ЧАУС

Keyword(s):

Art Education ◽

20Th Century ◽

Methodological Approach ◽

Historical Analysis ◽

The State ◽

Point Of View ◽

Historical Aspect ◽

Educational Potential

The purpose of the study is the color as a phenomenon of semantic - cultural and educational potential in art and art education. In the article, the significance of color is revealed in the aspect of historical and national peculiarities taking into account the development of modern color didactics. It has been proved that the development of color thinking is an expression of the spiritual and cultural level of society, as well as one of the main aspects in the training of future professionals in artistic professions. A historical analysis of color education in art education was conducted, color concepts and methods of work with the color of some outstanding artists and teachers were considered. The cultural and educational significance of color in the picturesque legacy of V. Kandinsky, K. Malevich, M. Krymov and other artists was considered, the discovery and achievements of which, in the field of color education of specialists, formed the basis of modern color didactics. The methodology of the research is to apply comparative, historical and logical methods with the use of cultural approaches. This methodological approach allows us to reveal the problem under study from a philosophical, pedagogical, cultural and artistic point of view. Analysis, systematization and generalization of theoretical and empirical provisions allowed to determine the state of color education of future specialists of artistic profiles in its historical aspect. Conclusions It is proved that the development of color thinking is an expression of the spiritual and cultural level of society, as well as one of the main aspects in the process of color education of future specialists in artistic professions.

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Cine para la Educación. Aprender de seis décadas de buenas experiencias educomunicativas

Media Education ◽

10.36253/me-10142 ◽

2021 ◽

Vol 12 (1) ◽

pp. 93-100

Author(s):

José M. Merchán ◽

M. Cruz Alvarado ◽

Susana De Andrés ◽

Agustín García-Matilla

Keyword(s):

At Risk ◽

20Th Century ◽

Cultural Value ◽

Recent Case ◽

Digital Environment ◽

Multiple Perspectives ◽

University Experiences ◽

Lumiere Brothers ◽

Andre Bazin ◽

Educational Potential

The Lumiere brothers, inventors of the cinematograph, did not think that it could be more interesting than a mere fairground attraction. However, at the beginning of the 20th century, the cinema was considered a medium of immense educational potential and it has been analyzed from multiple perspectives for its cultural value. Not only was George Meliés the first director to believe in the potential of cinema, simultaneously with the director Alice Guy, fictional cinema also began. Directors and theorists such as Griffith or Eisenstein, Riccioto Canudo, Henry Agel, Guido Aristarco, or André Bazin demonstrated the importance of the language of cinema from a practical perspective. The main objective here is to collect some of the most significant experiences in film pedagogy in the Spanish context, and discover with them the meaning and the sense of delving into this field and its importance in the real context of the screens that nourish the digital environment multimedia and transmedia. From the first film clubs, university experiences, pedagogical associations/groups, and the creation of educational centers, to audiovisual literacy actions for groups at risk of exclusion. As an example of the educational potential of cinema in isolation contexts, we will outline a recent case of its application in penitentiary institutions.

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