This book is the result of research which was begun over twenty years ago and which spanned two countries, as well as two decades. It developed out of the author’s work in speech therapy, but took on the in-depth theoretical investigation of the work of Bernstein, Vygotsky, Luria, and Hallidayan linguistics in an investigation of ways of thinking and the use of language, and particularly the relationship between group processes and individual learning. The small sample analysed in the book, taken from classroom data gathered in a small town in Tuscany and a small group of adolescents, and put under the microscope of quantitative and qualitative analysis involving multiple tests regarding various linguistic and socio-cultural elements, is testament to the complexity of such a setting and the nature of classroom interaction. The complex interactions between theory and practice, and between individual consciousness and socially organised experience are laid out in detail throughout the book, which offers both wide ranging and in-depth theoretical analysis of the relevant literature and insights into the careful sampling procedures used in the classroom all brought together to provide up-to-date and detailed information for teachers and to highlight aspects of diversity in the appropriation of cultural tools. The book can be read in two different ways, each one of them informative in itself. For those interested in socio-culturally informed theories of language, this book will serve as a guide to the relationships between three possible approaches: namely, the sociological approach of Basil Bernstein, the cultural-historical approach of Lev Vygotsky, and the linguistic approach of Michael Halliday. For those interested in empirical analysis of discourses produced by adolescents from different cultural and socio-economic backgrounds, the book provides rich material about language use by Italian and immigrant youth.
In this beautifully illustrated book Maria Antonella Pelizzari traces the history of photography in Italy from its beginnings to the present as she guides us through the history of Italy and its ancient sites and Renaissance landmarks. Pelizzari specifically considers the role of photography in the formation of Italian national identity during times of political struggle, such as the lead up to Unification in 1860, and later in the nationalist wars of Mussolini’s regime. While many Italians and foreigners— such as Fratelli Alinari or Carlo Ponti, John Ruskin or Kit Talbot—focused their lenses on architectural masterpieces, others documented the changing times and political heroes, creating icons of figures such as Garibaldi and the brigands. Pelizzari’s exploration of Italian visual traditions also includes the photographic collages of Bruno Munari, the neorealist work of photographers such as Franco Pinna, the bold stylized compositions of Mario Giacomelli, and the controversial images created by Oliviero Toscani for Benetton advertising in the 1980s. Featuring unpublished works and a rare selection of over one hundred images, this book will appeal to art collectors and students of art history and Italian culture.
This book presents some outcomes, of a broader research still on going, about the vision and the opera of a Master of the Roman School of Architectural Drawing, Mario Marchi (1900-1996). It offers an overview of his extensive work by combining, in the form of an Atlas, authorial Drawings and original Photographs of some famous masterpieces.
The different contributions of illustrious Italian and foreign scholars that make up this book address some difficult historical-political aspects and many of the technical, iconographic, stylistic and ideological problems, among the most important, of the great artistic and cultural phenomenon of the Severe Style in Greece and in the West.
This book is the result of research which was begun over twenty years ago and which spanned two countries, as well as two decades. It developed out of the author’s work in speech therapy, but took on the in-depth theoretical investigation of the work of Bernstein, Vygotsky, Luria, and Hallidayan linguistics in an investigation of ways of thinking and the use of language, and particularly the relationship between group processes and individual learning. The small sample analysed in the book, taken from classroom data gathered in a small town in Tuscany and a small group of adolescents, and put under the microscope of quantitative and qualitative analysis involving multiple tests regarding various linguistic and socio-cultural elements, is testament to the complexity of such a setting and the nature of classroom interaction. The complex interactions between theory and practice, and between individual consciousness and socially organised experience are laid out in detail throughout the book, which offers both wide ranging and in-depth theoretical analysis of the relevant literature and insights into the careful sampling procedures used in the classroom all brought together to provide up-to-date and detailed information for teachers and to highlight aspects of diversity in the appropriation of cultural tools. The book can be read in two different ways, each one of them informative in itself. For those interested in socio-culturally informed theories of language, this book will serve as a guide to the relationships between three possible approaches: namely, the sociological approach of Basil Bernstein, the cultural-historical approach of Lev Vygotsky, and the linguistic approach of Michael Halliday. For those interested in empirical analysis of discourses produced by adolescents from different cultural and socio-economic backgrounds, the book provides rich material about language use by Italian and immigrant youth.
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