Today visual arts play a fundamental role in communication and debate about architecture and the city. Since the 1970s in Europe, urban planning has seen an increasing involvement of citizens in participatory processes, so the means of visual production have gradually shifted from the hands of architects and urban planners to the hands of citizens. Various graphic representation techniques are used simultaneously as a means of analyzing reality and as design tools for the expression of new visions, often accompanied by a written or oral narrative. Drawing and storytelling are in fact activities of enormous didactic and analytical effectiveness, representing two different but parallel expressive methods: visual and verbal language. The visual communication adopted in participatory methods and in didactics, through a conceptualization process that gives participants the possibility to use an expressive channel for their inner stories, as well as an active and empowering role with respect to their urban context, is particularly suitable for working with children and young people. In relation to the representation of urban space, activities such as mapping, drawing and collage lead to interesting results regarding the perception of space, its accessibility and the social and geographical constraints of the daily life of people involved. The methodological toolkit in visual research includes both mechanical (e.g. photography and video) and non-mechanical (e.g. drawing) devices as well as digital and non-digital techniques; sometimes using a combinatorial approach. Most recent studies based on these techniques see a predominant use of digital tools such as photography and video. For example, photovoice and digital storytelling have emerged as particularly popular approaches in working with children and young people, relegating drawing and more traditional representation techniques to a secondary and surprisingly underestimated role. The contribution wants to report some participatory experiences carried out between 2016 and 2018 by the author during her collaboration with the cultural association Architetti Migranti and her past teaching experience as in the secondary schools Giovanni Verga and Giuseppe Giacosa, which saw the involvement of children and young people from different cultures and social backgrounds in territorial teaching and education activities. The techniques used were multiple and multidisciplinary and blend the narrative dimension (direct and indirect stories) with the visual one (mapping, drawing and collage activities). For example, one of the workshops, starting from the literary expedient of the book Torino è casa nostra led the children to describe and represent places in their neighbourhood as rooms of an imaginary flat, creating an illustrated brochure of this house/itinerary. The scientific path of the author, who is currently working as an assignee in the ModLab Design model laboratory of the Politecnico di Torino and a PhD student at the Universitat Politecnica de Valencia, in the Arquitectura, Edificación, Urbanística y Paisaje program, leads to reflect on the growth potential of these experiences deriving from the use of further tools such as plastic models and from the digitization processes of some practices, drawing for example from the world of videogames, in order to amplify the teaching experience, making it even more immersive.

Linguaggi grafici. ILLUSTRAZIONE / Ronco, Francesca - In: Linguaggi grafici. ILLUSTRAZIONE / Enrico Cicalò, Ilaria Trizio. - ELETTRONICO. - Alghero : Publica, 2020. - ISBN 978-88-99586-15-7. - pp. 588-609

Linguaggi grafici. ILLUSTRAZIONE

Ronco, Francesca
2020

Abstract

Today visual arts play a fundamental role in communication and debate about architecture and the city. Since the 1970s in Europe, urban planning has seen an increasing involvement of citizens in participatory processes, so the means of visual production have gradually shifted from the hands of architects and urban planners to the hands of citizens. Various graphic representation techniques are used simultaneously as a means of analyzing reality and as design tools for the expression of new visions, often accompanied by a written or oral narrative. Drawing and storytelling are in fact activities of enormous didactic and analytical effectiveness, representing two different but parallel expressive methods: visual and verbal language. The visual communication adopted in participatory methods and in didactics, through a conceptualization process that gives participants the possibility to use an expressive channel for their inner stories, as well as an active and empowering role with respect to their urban context, is particularly suitable for working with children and young people. In relation to the representation of urban space, activities such as mapping, drawing and collage lead to interesting results regarding the perception of space, its accessibility and the social and geographical constraints of the daily life of people involved. The methodological toolkit in visual research includes both mechanical (e.g. photography and video) and non-mechanical (e.g. drawing) devices as well as digital and non-digital techniques; sometimes using a combinatorial approach. Most recent studies based on these techniques see a predominant use of digital tools such as photography and video. For example, photovoice and digital storytelling have emerged as particularly popular approaches in working with children and young people, relegating drawing and more traditional representation techniques to a secondary and surprisingly underestimated role. The contribution wants to report some participatory experiences carried out between 2016 and 2018 by the author during her collaboration with the cultural association Architetti Migranti and her past teaching experience as in the secondary schools Giovanni Verga and Giuseppe Giacosa, which saw the involvement of children and young people from different cultures and social backgrounds in territorial teaching and education activities. The techniques used were multiple and multidisciplinary and blend the narrative dimension (direct and indirect stories) with the visual one (mapping, drawing and collage activities). For example, one of the workshops, starting from the literary expedient of the book Torino è casa nostra led the children to describe and represent places in their neighbourhood as rooms of an imaginary flat, creating an illustrated brochure of this house/itinerary. The scientific path of the author, who is currently working as an assignee in the ModLab Design model laboratory of the Politecnico di Torino and a PhD student at the Universitat Politecnica de Valencia, in the Arquitectura, Edificación, Urbanística y Paisaje program, leads to reflect on the growth potential of these experiences deriving from the use of further tools such as plastic models and from the digitization processes of some practices, drawing for example from the world of videogames, in order to amplify the teaching experience, making it even more immersive.
2020
978-88-99586-15-7
Linguaggi grafici. ILLUSTRAZIONE
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2908012