Visual geographies and mountain psychogeographic drift. The geography workshops of the Childhood and Primary Teachers Education course of the University of Turin

Cristiano Giorda, Giacomo Pettenati

Abstract


The aim of this paper is to present and discuss the theoretical background, the methodological tools and themain findings of the integration of visual methods to psychogeographic drift as a technique of explorationand interpretation of places. The experimentation has been carried out in the last three years during theworkshops organized for students of the Childhood and Primary Teachers Education course of the Universityof Turin. Based on the idea of territorial education as a complex approach to geographic education, theworkshops take place in the mountain village of Prali (Western Alps) and their location is fundamental increating a fruitful learning environment. Visual methodologies are variously used during the workshopsand in the last three editions they became part of the “mountain drift” activities, inspired by the psychogeographic“urban drift”, and used as a learning tool with students.

References


Anderson J., “Active learning through student film: a case study of cultural ge-ography”, Journal of Geography in High-er Education, 37, 3, 2013, pp. 385-398.

Bignante E., “Osservare, interpretare, ap-prendere: alcuni stimoli per utilizzare le immagini nell’insegnamento della geogra-fia”, Ambiente Società Territorio – Geo-grafia nelle Scuole, 1, 2010, pp. 7-11.

Bignante E., Geografia e ricerca visuale, Strumenti e Metodi, Rome-Bari, Laterza, 2011.

Biondillo G., “Elementi di psicogeogra-fia”, Abitare, 554, 2016, p. 71.

Biondillo G. and Monina M., Tangenziali. Due viandanti ai bordi della città, Milan, Guanda, 2010.

Bissanti A., “Un questionario-guida per la lettura di paesaggi raffigurati in fotogra-fia”, La Geografia nelle scuole, 30, 1985, pp. 431-436.

Byram M., Teaching and Assessing Inter-cultural Communicative Competence, Bristol, Multilingual Matters, 1997.

Campa R., “Flânerie”: perdersi nella me-tropoli, Rivista di Scienze Sociali, 14, 2015.

Castiglioni B., “Il paesaggio, strumento per l’educazione geografica”, in Giorda C. and Puttilli M. (Eds.), Educare al terri-torio, educare il territorio, Milan, Fran-coAngeli, 2011, pp. 182-191.

Coverley M., Psychogeography, Harpenden, Oldcastle Books, 2012.

Debord G., “Théorie de la derive”, Inter-nationale Situationniste, 2, 1958.

Dematteis G. and Giorda C., “Territorial values and geographical education”, Journal of Research and Didactics in Ge-ography (J-READING), 1, 2, 2013, pp. 17-32.

Fremont A., Aimez-vous la géographie?, Paris, Flammarion, 2005.

Fuller I.A.N., Edmondson S., France D., Higgitt D. and Ratinen I., “International perspectives on the effectiveness of geog-raphy fieldwork for learning”, Journal of Geography in Higher Education, 30, 1, 2006, pp. 89-101.

Garret B.L., “Videographic geographies: Using digital video for geographic re-search”, Progress in Human Geography, 35, 4, 2011, pp. 521-541.

Giacomoni P., Il laboratorio della natura, Milan, FrancoAngeli, 2001.

Giorda C., La geografia nella scuola pri-maria, Contenuti, strumenti, didattica, Rome, Carocci, 2006.

Giorda C., Il mio spazio nel mondo. Geo-grafia per la scuola dell’infanzia e prima-ria, Rome, Carocci, 2014.

Giorda C. and Puttilli M. (Eds.), Educare al territorio, educare il territorio, Rome, Carocci, 2011.

Kent M., Gilbertson D.D. and Hunt C.O., “Fieldwork in geography teaching: A crit-ical review of the literature and approach-es”, Journal of geography in higher edu-cation, 2, 3, 1997, pp. 313-332.

Kolb D.A., Experiential learning: Experi-ence as the source of learning and devel-opment, Upper Saddle River, Pearson Ed-ucation, 2014.

Mavroudi E. and Jöns H., “Video Docu-mentaries in the Assessment of Human Geography Field Courses”, Journal of Geography in Higher Education, 35, 4, 2011, pp. 579-598.

Nuvolati G., L’interpretazione dei luoghi: flânerie come esperienza di vita, Floren-ce, Firenze University Press, 2013.

Rose G., “Teaching visualised geogra-phies: towards a methodology for the in-terpretation of visual materials”, Journal of Geography in Higher Education, 20, 3, 1996, pp. 281-294.

Rose G., “On the need to ask how, exact-ly, is geography ‘visual’?”, Antipode, 35, 2, 2003, pp. 212-221.

Said E., Orientalism, New York, Pantheon Books, 1978.

Sidaway J., “Photography as Geograph-ical Fieldwork”, Journal of Geography in Higher Education”, 26, 1, 2010, pp. 95-103.

Sinclair I., London Orbital, London, Pen-guin, 2002.

Smith P., “The contemporary dérive: a partial review of issues concerning the contemporary practice of psychogeogra-phy”, Cultural geographies, 17, 1, 2010, pp. 103-122.


Full Text: PDF

Refbacks

  • There are currently no refbacks.




Sponsoring Organizations:


Sapienza Università di Roma University of Helsinki Università di Torino Western Michigan University

EUGEO


With the support of:


ESA

Publisher:
Edizioni Nuova Cultura

 

Online ISSN: 2281 - 5694 Print ISSN: 2281 – 4310 © 2013 - Edizioni Nuova Cultura