Nadia Sanità

Antonio Saraceno

Donatella Bottero

Argomento e obiettivi del testo
 
 Images &amp; Messages è un corso di inglese specialistico per gli studenti dei corsi con indirizzo Grafica e Design, Comunicazione visiva e pubblicitaria, Multimedia e produzioni audiovisive, Servizi culturali e dello spettacolo.
 
 I contenuti sono ordinati secondo criteri di graduale complessità concettuale e linguistica e vengono esplorati utilizzando le quattro abilità in modo omogeneo e integrato.
 I brani offrono un assortimento di stili, registri e livelli di difficoltà, e sono tratti da fonti diverse ed autentiche: libri e manuali, riviste e quotidiani online e siti web, anche specialistici.
 
 Il testo si propone di:
 
 <ul><li>far acquisire le competenze necessarie per comprendere testi che presentano termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio settoriale;
</li><li>migliorare le capacità di ricezione e produzione orale e scritta, anche tramite attività tipo Preliminary, FCE e IELTS;
</li><li>consolidare abitudini grammaticali corrette;
</li><li>incoraggiare l'autonomia linguistica e la soluzione di problemi;
</li><li>stimolare l'interesse e la partecipazione attiva degli studenti, dando spazio alla loro esperienza personale e a problematiche di attualità.
</li></ul>La struttura
 
 Images &amp; Messages è diviso in sette Moduli, ognuno dei quali ripartito in un numero variabile di Unità.
 Ogni Unità è suddivisa in brevi Capitoli su due pagine – teoria ed esercizi – per favorire sia uno studio più parcellizzato, sia la scelta antologica da parte dell'insegnante.
 Brevi link (curiosità, ampliamenti, rimandi, attività o mini-approfondimenti) arricchiscono i brani per consentire una maggiore interattività. Un ricco apparato iconografico correda i brani di lettura, per ognuno dei quali è previsto un esauriente glossario.
 
 Ogni Unità si conclude con due sezioni:
 
 Civic education: tematiche legate all'educazione civica e alla cittadinanza;
 Real-life skills: compiti di realtà e collaborativi, lavori di gruppo con un taglio di tipo pratico calato nella realtà.
 Alla fine di ogni Modulo, il testo propone ulteriori attività:
 
 <ul><li>Vocabulary: esercizi di revisione e consolidamento;
</li><li>Key people: persone influenti nell'ambito dell'argomento trattato;
</li><li>Case study: analisi di un evento, un'organizzazione o un problema specifico;
</li><li>Clip: brevi filmati tratti da opere cinematografiche;
</li><li>Mapping your Mind: mappa riepilogativa per rappresentare la rete di relazioni tra i vari argomenti del modulo.
</li></ul>Contenuti digitali integrativi
 
 <ul><li>Video per attività di listening e speaking
</li><li>Tracce audio in formato mp3
</li><li>Schemi e mappe interattive
</li><li>Testi per attività di approfondimento e di esercitazione
</li><li>Schede di civiltà comparata UK vs US
</li></ul>Teacher's Book. Disponibile sia in formato cartaceo sia digitale.
 
 <ul><li>Programmazione didattica / Piano di lavoro
</li><li>Didattica inclusiva e BES
</li><li>Agenda 2030
</li><li>Test di verifica di tutte le Unità e i Moduli, in formato editabile
</li><li>Soluzioni degli esercizi e note didattiche
</li><li>Audioscript delle attività di ascolto e dei video</li></ul>

MODULE 1 – COMMUNICATION AND PSYCHOLOGY

Unit 1.1 – Communication

What is communication?

Types of communication

Channels of communication

New forms of communication

Big data and customer profiling

CIVIC EDUCATION – Aggressive communication

REAL-LIFE SKILLS

Unit 1.2 – Psychology

Psychology and communication

Colour and music

Shock and provocation

Dreams and empathy

The appeal of humour

Feelings and empowerment

Animals and children

CIVIC EDUCATION – Fake news

VOCABULARY

KEY PEOPLE

CASE STUDY – A revolution in communication: the SMS

CLIP FILM – The King's Speech

MAPPING YOUR MIND

MODULE 2 – MARKETING AND ADVERTISING

Unit 2.1 – Marketing

Marketing, an introduction

Market analysis

The marketing mix

New marketing trends

Digital and social media marketing

Marketing control

CIVIC EDUCATION – Ethical marketing

Unit 2.2 – Marketing applications

Branding and brand positioning

Logos

Merchandising and mascots

Packaging and labelling

Other forms of marketing

CIVIC EDUCATION – Over-packaging

Unit 2.3 – Advertising

Promotion and advertising

Advertising campaigns

Advertising categories and style

Digital advertising media

The language of advertising

Analysing a printed ad

Analysing a video commercial

CIVIC EDUCATION – Cross-cultural advertising

CASE STUDY – A revolution in advertising: storytelling

CLIP FILM – Air

MODULE 3 – GRAPHIC DESIGN

Unit 3.1 – Graphic design, the basics

What is graphic design?

History of graphic design

Creativity

CIVIC EDUCATION – The importance of social awareness in graphic design

Unit 3.2 – Types of graphic design

Business design

Digital and print designs

Visual design

CIVIC EDUCATION – The role of visual storytelling in civic education

CASE STUDY – Packaging as a vehicle of identity and rebellion: Liquid Death

CLIP FILM – Jobs

MODULE 4 – LAYOUT

Unit 4.1 – The basics

Typeface

Colours

Pictures, images, photos, illustrations…

Composition

Logos and labels

CIVIC EDUCATION – National flags

Unit 4.2 – Layout on paper

An introduction

Flyers, leaflets, brochures, and booklets

Newspapers, tabloids, and magazines

Book and book cover layout

Comic strips

Posters and billboards

CIVIC EDUCATION – Copyright and Creative Commons

Unit 4.3 – Digital layout

Introduction to digital layout

Web design and mobile layout

Social networks layout

CIVIC EDUCATION – Website cookies

Civic education VIDEO GAMES: PRO OR CON? 15   After reading the passage and finding more information on the topic on the web, write a paragraph in favour of video games and a paragraph against them. Are Video Games Bad For You? Today, almost a third of the world s population plays video games; given the widespread use of video games, many authors have questioned the effects, positive or negative, that they may have on gamers. Although some studies have emphasised their positive value, common sense has focused more on the negative evidence, increasingly fuelling the stereotype that  video games are bad for you , supported by the fact that many video games have violent elements, suggesting that they can cause increased aggression in those who play them (Griffiths, 1999). Violent video games have been blamed for school shootings, increases in bullying, and violence towards women. Critics argue that these games desensitise players to violence, reward players for simulating violence, and teach children that violence is an acceptable way to resolve conflicts. Video game advocates contend that a majority of the research on the topic is deeply flawed and that no causal relationship has been found between video games and social violence. They argue that violent video games may provide a safe outlet for aggressive and angry feelings and may reduce crime. Among the studies that confirm the belief that aggressive video games promote increased aggression is that of Hollingdale and Greitemeyer (2014). The authors examine the effects of the gaming experience, including perception of difficulty and enjoyment, on levels of aggressive behaviour. In 2011 two other scholars, Adachi e Willoughby, showed that playing violent video games increases aggression levels more when compared to playing content-neutral video games; however, this effect is not significant if the game is played online. They propose a new point of view on the issue: the two authors identify four characteristics of video games: violence, competitiveness, difficulty, and pace of action. These characteristics would directly influence certain internal states of the player such as physiological arousal, aggressive thoughts and frustration, which are related to each other; finally, it is the relationship between the characteristics of video games and the player s internal states that determines aggressive behaviour. However, these results are not universally true: the four main characteristics of video games identified by the authors do not influence all video gamers, but only those who are susceptible to them. Stimuli such as competitiveness, violence, or any other input from the outside are in fact processed and filtered by our mind, having a different effect on each of us. Video game competitiveness, for instance, can influence aggressive thoughts by activating associative links developed in previous competitive situations that produced aggressive outcomes. flawed: viziato, errato 16   Adapted from: https://www.britannica.com/ procon/video-games-debate to fuel: alimentare outlet: sfogo PAIR WORK Recently, Australia has banned everyone under 16 from social media. Imagine a similar law in Italy against video games for people underage and discuss the pros and cons by using these prompts.   Kids will find workarounds   This law could face constitutional challenges   Parental consent is enough, we don t need a State to act as a parent   It might sound good on paper, but not in practice.   Video games can enhance children s skills 210 Creative Arts 

CIVIC EDUCATION – Video games: pro or con?

REAL-LIFE SKILLS 17   GROUP WORK Follow the instructions. Step 1 With the whole class, decide on 4-6 criteria and possible marks that could be used to judge a digital product among the following:   A podcast   A  how-to  video   An instructional video   A screen cast   A tutorial.   A video blog Step 2 Step 5 Split up into groups and choose one of the above digital products. Do whatever is necessary to create a product which is between 1.30 and 3 minutes long. Step 3 Step 6 Decide the topic of your product and brainstorm on its content. Also, decide on the possible software available to produce it. Show your products to the class and mark each product presented. Step 4 Step 7 Discuss the results. Assign roles to every member of the group and prepare a timeline for your work. Creative Arts 211 

Indirizzo Grafica e Design, Comunicazione visiva e pubblicitaria, Multimedia e produzioni audiovisive, Servizi culturali e dello spettacolo.

Images and Messages, 3rd Edition

Flowbooks è una piattaforma di distribuzione dedicata al mondo della scuola e dell'università.  Con questa piattaforma di distribuzione, il team di sviluppo Flowbooks  si impegna a soddisfare le esigenze degli utenti digitali, rendendo l'utilizzo accessibile e piacevole.  Entra nella tua area di interesse!

Edisco è una Casa editrice indipendente che opera prevalentemente nel settore educativo.

Edisco

Flowbooks è innovazione didattica a portata di click