<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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</p></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

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

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The study discusses the ability to develop metacognitive skills through experiences of contact with cinematic works that produce complex, multifaceted,...

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

Publié en ligne: 26 déc. 2019

Pages: 9 - 17

DOI: https://doi.org/10.2478/rem-2019-0003

Mots clés
Didactics and pedagogy of art, Visual narrative, Mixed emotions, Thought and representation, Teacher training

© 2019 Gianni Nuti, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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

Publié en ligne: 26 déc. 2019

Pages: 9 - 17

DOI: https://doi.org/10.2478/rem-2019-0003

Mots clésDidactics and pedagogy of art, Visual narrative, Mixed emotions, Thought and representation, Teacher training

© 2019 Gianni Nuti, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
Didactics and pedagogy of art, Visual narrative, Mixed emotions, Thought and representation, Teacher training