MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C9C0DB.DDAAAA10" Questo documento è una pagina Web in file unico, nota anche come archivio Web. La visualizzazione di questo messaggio indica che il browser o l'editor in uso non supporta gli archivi Web. Scaricare un browser che supporti gli archivi Web, come Microsoft Internet Explorer. ------=_NextPart_01C9C0DB.DDAAAA10 Content-Location: file:///C:/4E58C0C5/PROGETTOOZSECONDE.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Area Tematica

126° CIRCOLO –

classi II  Ferraironi – Balzani

&n= bsp;

Anno scolastico 2008 –2009 <= /i>

 

PROGETTO CINEMA SECONDE

 

Referente Mara Maurri

Docente esperta Rosa Maci

 

Classi coinvolte: 5 (3 Ferrairo= ni – 2 Balzani)

Alunni : 100

Docenti : 6 + docente esperta

 

TITOLO: lo sviluppo narrativo, gli ambienti e i personaggi nel film “Il mago di Oz” di V. Fleming

 

§OBIETTI= VI

•Individuare ed ordinare le sequenze più si= gnificative  del film

•Analizzare una sequenza

•scoprire gli elementi che caratterizzano alcune ambientazioni

•rilevare come i bambini/e si accostino al personaggio filmico, ai modelli ed ai valo= ri di cui esso è portatore

•condurre gradualmente l’alunno/a alla scoperta dei molteplici significati di c= ui è portatore un personaggio e al riconoscimento della pluralità= ; e varietà dei segni che determinano e orientano l’interpretazion= e di tali significati.

 

§PERCORSO DIDATTICO

 

<= u>PRIMA FASE     livello emotivo

 

  • Interpretazione soggettiva “guidata” alla ricerca di senso:

-      =    l’alfabeto d= el film ( A come….): libera ricerca di parole legate al film –cartellone delle classi

-      =    la scena che= mi ha colpito di più: disegno e breve testo – tabulazione

-      =    il personagg= io che mi è più piaciuto: disegno e breve testo – tabulazi= one

-      =    conversazione guidata a= lla ricerca dei possibili significati intuiti nel film- registrazione delle intuizioni più significative

-      =    lettura ed interpretazione della canzone “over the rainbow<= /span>”: testo immaginativo “dove vorresti arrivare, oltre l’arcobaleno,= per realizzare i tuoi sogni?”

 <= /p>

·      =   processi di identificazione nel personaggio

-   &nb= sp;     disegnati accanto= ai nostri amici lungo il sentiero dorato: che cosa vai a chiedere al mago di O= z?

-   &nb= sp;     Testo di identifi= cazione: “mi sono sentito come……quando……”

-   &nb= sp;     Lettura dei testi individuali prodotti e conversazione

 

 

 

SECONDA FASE      livello logico-analitico

In questa fase sarà necessa= rio rivedere ed analizzare il film più volte<= o:p>

 

·      =   Lo sviluppo narrativo

= -&nb= sp;        ordinar= e le foto del film e raggrupparle sotto titoli e sottotitoli

= -&nb= sp;        lettura= del 1° capitolo  del testo di F. Baum – il ciclone. Verifica d= elle differenze e somiglianze con il film<= /span>

 

·      =   Gli ambienti e chi li popola

Raccolta dati

 

3D"Casella

&n= bsp;

 

Attività correlate

=         &= nbsp;          

Disegni individuali da montare a collage su pannelli di cartone=

 

 

&n= bsp;

1° LABORATORIO CON  = ESPERTA

&n= bsp;

·        Analisi della sequenza cinematografica nel Kansas

 

 

3D"Casella

 

 

Attività correlate

&n= bsp;

&n= bsp;

= -&nb= sp;        Disegna la prima inquadratura e fai notare il “grigiore”

= -&nb= sp;        Osservando le immagini e ascoltand= o il sonoro del film descrivi Miss Gulc= h

= -&nb= sp;        Osservando le immagini e ascoltand= o il sonoro del film descrivi il ciclone

= -&nb= sp;        Disegna in due inquadrature il passaggio al colore

 

 

 

2° LABORATORIO CON  = ESPERTA

 

  • L&#= 8217; analisi del personaggio

 

-      =     la strega malvagia dell’ovest

 

 

3D"Casella<= span style=3D'font-size:11.0pt;font-family:Arial;layout-grid-mode:line'>

 

 

 

Attività correlate

 

        =     -Disegni e testi relativi al  personaggio

- Ricostruzione del personaggio  in cartone=

 

 

= §STRUTTURA DEL PROGETTO

 

Progetto di interclasse = di Circolo.

Il progetto coinvolge soprattutto l’area espressivo-linguistica ed è attuato dalle inse= gnanti di italiano ed educazione all’immagine in = orario curricolare. Ad ogni incontro di progettazione l’insegnante esperta fornisce la programmazione dettagliata delle diverse unità didattich= e ed interviene successivamente, a compimento delle s= tesse, attivando specifici laboratori nelle classi.

L’organizzazione dei materiali e dei prodotti= di documentazione sono a cura dei docenti competenti presenti nel gruppo.

 

 

  • PREVENTIVO

 

L’attuazione del progetto richiede:

 

·      =   60 ore per progettazione ( 4 incontri di 2 ore circa per 7 insegnanti)

·      =   20 ore di docenza aggiuntiva insegnante esperta (due laboratori di 2 ore per 5 classi)

·      =   60 ore per produzione 2 CD (Balzani – Ferraironi)  per 2 insegnanti

 

 

 

 

 

IL REFERENTE

 

Mara Maurri

 

 

Roma  novembr= e 2008

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