Come il linguaggio coreutico può rappresentare un valore per il sistema scuola nel contemporaneo?
Il volume intende restituire cornici, aspetti processuali ed esiti del progetto europeo Media Dance Plus, sviluppatosi tra Italia e Francia, e rivolto a studenti e insegnanti di due istituti secondari di secondo grado.
Nato dalla collaborazione scientifica tra il Dipartimento di Scienze Umane per la Formazione "R. Massa" (Università di Milano-Bicocca) e la Fondazione Piemonte dal Vivo, il progetto ha mirato a sperimentare e promuovere, attraverso Residenze d'artista di stampo coreutico, riflessioni e pratiche innovative nell'incontro tra mondo della scuola e linguaggi performativi. La lettura e l'analisi delle esperienze attraversate, a partire dal framework teorico de il Manifesto Una scuola (Antonacci e Guerra, 2018), ha consentito di evidenziare l'impatto che le arti performative possono avere sul sistema scuola, in termini di innovazione didattica.
A tal fine, il testo intende restituire le plurime voci e i molteplici sguardi degli attori coinvolti, mettendo in luce come l'incontro con i linguaggi performativi inneschi l'avvicinamento, attraverso il corpo, al potenziale trasformativo della dimensione estetica, intesa come esperienza di connessione e riconoscimento reciproco.
Il volume è rivolto a insegnanti, professionisti dell'educazione e della formazione, artisti e operatori culturali e a tutti coloro che si interessano e dedicano all'intreccio tra arte ed educazione.

How can choreographic language be valuable for the school system in the contemporary world?
This volume intends to discuss frameworks, process aspects and outcomes of the European project Media Dance Plus, developed between Italy and France, and addressed to students and teachers of two secondary schools.
Born from the scientific collaboration between the Department of Human Sciences for Education "R. Massa" (University of Milano-Bicocca) and the Fondazione Piemonte dal Vivo, the project aimed at experimenting and promoting, through choreographic artist residencies, reflections and innovative practices in the encounter between the world of school and performative languages. The reading and analysis of the experiences traversed, starting from the theoretical framework of the Una scuola Manifesto (Antonacci and Guerra, 2018), made it possible to highlight the impact that the performing arts can have on the school system, in terms of didactic innovation.
For this purpose, the text intends to share the multiple voices and multiple views of the actors involved, highlighting how the encounter with performance languages triggers the embodied approach to the transformative potential of the aesthetic dimension, understood as an experience of connection and mutual recognition.
The book is aimed at teachers, education and training professionals, artists and cultural operators and all those interested in and dedicated to the intertwining of art and education.

Nicoletta Ferri, Phd in Education, is a researcher at the 'Riccardo Massa' Department of Human Sciences for Education of the University of Milan-Bicocca, where she teaches Embodied pedagogy. Trained in performance disciplines (Contemporary Dance, Educational Dance and Experiential Anatomy), she conducts research on the role of the body in educational and training processes.

Giulia Schiavone, PhD in Education, is a researcher at the 'Riccardo Massa' Department of Human Sciences for Education of the University of Milan-Bicocca, where she teaches Theories and Practices for Lifelong, Lifewide and Lifedeep Education. Her research interests are centered on the relationship between education, artistic languages and school innovation practices with a focus on outdoor education.