All posts by Salvemini School

Final Scenario – The legend of 900 game

Short description of the case

The class which has been selected to experiment with this new project is a first year class of a Secondary Technical and Technological School specializing in Graphic Design and Communication.

It is a new study-orientation which is present for the first time in our school and foresees a more creative learning approach as it is supported by a technological, scientific and computerized dimension which is part of its specific syllabus.

According to the Board of Education guidelines regarding the new reorganization of schools, whoever achieves a specialized diploma in Graphic Design and Communication must be competent in interpersonal and mass communication and have know-how as regards technology. Such competences are supported by a common cultural area which offers further insight on the complexity of society, implementing  technical and critical knowledge as well as a willingness towards change, indispensable for our present times.

Title –  Transmedia: gamebooks

Authors: – Paolo Nappo, Vincenza Cupertino

Date of Publication –  January 2005

The educational problem

The class which is taking part in this project is a second-year one, made up of 27 students of the Technical and Technological Institute for Graphic Design and Communication.

Their starting levels are diverse and some students also have complicated personal backgrounds which all too often disturb the learning process.

The following situations, supported by documentation, can be highlighted:

  • 1 student with diverse abilities who follows a differentiated school programme
  • 2 students who attended a different school the previous year
  • 1 student who is in a correctional penitentiary
  • 1 student with specific learning disabilities (dyscalculia)
  • 1 student with severe reduced mobility difficulties which complicate the socialization process


The subjects that will be part of the project are:

  • Italian: analysis of a literary text
  • Computer Science: using the formal language of Algorithm
  • History and Law: transversely, for the promotion of advanced processes of knowledge as regards the migratory phenomenon

The solution

The choice to project and create a videogame is a consequence of the necessity to experiment new learning ways and to experiment the use of ICT in order to make didactics  closer to the learning schemes of our students by means of a plurality of languages which are those used when putting a videogame together: electronic culture, cinema, animation, literature, painting, cartoons, etc.

The aim is to stimulate collaboration among students through team work, making some situations less dramatic and making  students more receptive and participative also during traditional lessons; to stimulate specific logical and creative abilities through discussion (by imagining hypothetical situations and immerging oneself in new problems  trying to find a solution to such problems); to create new ways of self-evaluation and shared evaluation; to balance the knowledge of mathematical languages and algorithmic ones, as foreseen by the Italian Board of education guidelines.


Key experiences

We have often asked ourselves “How useful is what we are doing?”.

From a didactic point of view it has been very useful as it has pushed us teachers towards a synchronized way of working, planning, modifying and verifying.

As for the students, it has also been useful as it has allowed them to learn in a different way using both old and new literary books, they have been challenged by Scratch,  a new programming language, used for the creation of interactive stories, games and animations that could be shared on the web.

It has been also useful for web surfers who can come across the game The legend of NOVECENTO and find it fun.

The  aim? Most certainly the integration between a technical subject like Computer Science and a literary one.

In order to create the game, the students who are highly enthusiastic native digital users, had to look into the novel considering its multimedia aspects and, consequentially, the aim has always been that to have them understand that a formal model of language can generate other models, through  which the  native digital user is not a mere, passive user but a creator of products that arise from their own creativity.

Without realizing it, although quite young, the students started applying Latin grammar rules which are completely based on logical conjunctions such as et, vel and negations ( and, or and not in English)

Moving a character (puppet) under false or true conditions is not an easy thing to understand nevertheless they started doing in by intuition.

It is important to understand that native digital users  are as they are because they were born that way so they communicate through their mobile phones, everyone else is an analphabet digital user.

“Don’t just play with your phones, program them!”

Didactical and motivational successes

  1. Listening to the audio book by Alessandro Baricco “Novecento” read by Stefano Benni
  2. Rewriting of “Novecento” by Alessandro Baricco
  3. Algorithms and flowcharts, the Scratch platform
  4. Scene-writing of the play
  5. Graphical representations of the various scenes with the Scratch Promoting the activity by elaborating new audio registrations, new demos for the videos, revision of some of the parts of the scenery, improvement of the graphic aspects, elaboration of logos (both for class and project), selection of musical tracks, graphical elaboration of a brochure, collective storytelling  in order to narrate what has happened.
  6. Italian and Computer Science summative evaluation- throughout the various phases of work, the task carried out by students were evaluated individually and collectively for both of the subjects involved.

While students were at work, an evaluation grid was put together in order to evaluate both individual and group participation

The evaluation grid highlighted two parameters (the group and the individual) according to the various work phases.

Evaluation Grid for Collaborative and individual work
Give a score from 1 to 10 Average
Group Work How good was the group at gathering ideas and individual contributions? Was good was the group at encouraging others? Was the work distributed in a well-balanced way among participants? Were conflicts which aroused within the group resolved appropriately? Did the various groups work well together?
Individual work How much did the student contribute to the construction of the product? How much support did student offer to classmate? How much help did student receive from others through discussion of rough copies and products? How much participation was there to discussions in class and did student offer new ideas? Did student use instruments with other classmates within in the group, in order to reach objectives? Was student able at helping resolve problems within the group and conflicts? Was student able at critically evaluating proposals from the other members of the group?

Links :

Implementation in own teaching Design principle
BRAINSTORMINGWhich is the mostly used videogame among students of the class?The story and object are “disassembled”:

the story of the game is narrated (time, space, characters, events etc.)

Proposal: Let’s put together a transmedia project inspired by analysis of  the work Novecento by Baricco, paying particular attention to its imaginative dimension

DP1: Organising activities around shared objects
Preliminary activityCollective or individual reading of the chosen textHighlighting on the storytelling aspect of the work, thus creating an appropriate structure for the asset of the project

Class is divided in workgroups and each group will have a specific task

Ø  Group 1 – By means of a sequential narrative structure the text will be read, structured and put in a map

Ø  Group 2 –  By means of a parallel sequential narrative structure the text will be read, structured and put in a map

Ø  Group 3 – By means of a simultaneous sequential narrative structure the text will be read, structured and put in a map

Ø  Group 4 – By means of a non –linear  narrative structure the text will be read, structured and put in a map

Ø  Group 5 – find space and time coordinates within text

Ø  Group 6  find space and time coordinates within text

Ø  Group 7 – find, within the text the main characters and their characteristics as regards coherence, effectiveness and tri -dimensionality


The groups are disassembled and reassembled so that the need for interdependence arises and so the imaginative universe of the videogame can develop in accordance with the story itself and several expressive techniques.


DP2: Supporting integration of personal and collective agency and work
Students must find the narrative dimensions as regards the emotional aspect of the story.Choice excitement: working on the decisional power of the audience and they way they focus on the scene.Expanded environment: creating new digital locations or real ones which are technologically enhanced.

Implementing narrative processes which can stimulate participation and create connections between people.

DP3: Emphasizing development and creativity through knowledge transformations and reflection
Graphical representation of characters of the narration;Representation and presentation of the scenes which lead to the development of the story through different points of view (single focus, dual focus, multiple focus), offering different levels of experience. DP4: Fostering long-term processes of knowledge advancement
Teacher presents the Scratch programme to class having them do some exercises on it and working on the several levels of difficulty.Students are free to use their imagination. On an interactive white board (IWT) some prompts are presented that will lead to class discussion.For some students, fantasy leads to creativity. For others (those who are familiar with the difficulties of the Scratch platform) a practical solution for the graphic narration is found.

Several scenes are now found after a long class discussion. The class, divided into groups again, are ready to draft the screenplay of the videogame.

The model is taken from those used in cinematography which changes according to the situations.

The platform allows students to  work by using all disciplines, interacting with narrative solutions and experimenting within a community.

DP5: Promoting cross-fertilization of knowledge practices and artifacts across communities
Padlet, Google Drive, Scratch DP6: Providing flexible tools for developing artifacts and practices


The Menu

The “Menu”

The testing experience of the methodology called “trialogical” is leading to extraordinary results in a number of fields. I was already convinced that my discipline, Food Laboratory Practice, was  quite innovative but, through the practical study and knowledge approach – we realized, my students and I, that in addition to the study of content through the construction of “objects” (and this is no small thing!) putting  all of this  into practice through strategies which were certainly well known but never used is a very interesting task . Why is it that these strategies have never been put into practice?  I do not know. Perhaps for lack of time or because I was not sure of the positive results that would have been accomplished, but thanks to this project and to all the teaching strategies it dealt with, from collaborative learning  to the progressive inquiry strategies, problem solving  and  exciting techniques such as Jigsaw and the role-taking, lessons have become more dynamic,certainly they are more difficult but definitely very exciting!From the very first meeting in Helsinki I started thinking about drafting a menu which could lead to the study of all of the local raw materials and to the sale of our “object” directly to those who deal with local products. I must admit that it is working! Thanks to Internet we have been able to research local products through group work, we have focused on the products that better represent our territory, we have used them in recipes invented on our own! This working strategy will continue by proposing our menus to local catering businesses and hopefully our project will be accomplished with our menus being tasted.As for the construction of the “object”, working strategies will be used to enhances my students’ abilities which I would have never discovered without this project.The use of new technologies is another distinctive feature of this project, not the creation of technologies but the usage of on-line devices, well known to students.In the past I would greet my students by saying “Good morning kids, put your mobile phones away and let’s get to work”. Now I greet them by saying: “Good morning kids. Grab your mobile phones and let’s get to work”.

Gianni Semeraro

Working Progress Italian Language and Literature and Information Technology project

Thursday 30th October 2014
The observers meet the group of Italian Language and Literature and Information Technology. In the first class hour the various student groups, formed during Italian classes, extract their own screenplay from Baricco’s novel and summarized it in a framework that will be the basis to encode the videogame in Scratch. In the second class hour, the IT one, they start searching for images related to the screenplay, which they will adapt to the IT exercise previously developed.

Screenplay example





Ambiente: sala da ballo








Omino con clarinetto(Stilizzato)

Omino con banjo(stilizzato)

Omino con una tromba (stilizzato)

Ma quel che non vi succederà più, potete giurarci, è di stare li seduti col culo su dieci centimetri di poltrona e centinaia di metri d’acqua, nel cuore dell’Oceano con davanti agli occhi il miracolo, e nelle orecchie la meraviglia,  e nei piedi il ritmo, e nel cuore il sound dell’unica, inimitabile, infinita, ATLANTIC JAZZ BAAAAND!!!!!

Al clarinetto,Sam “Sleepy” Washington!



Al banjo, Oscar Dellaguerra!


Alla tromba, Tim Tooney!

Band in primo piano. L’attore presenta gli strumenti a uno a uno. A ogni nome segue un breve assolo


Omino che suona il clarinetto con audio


Omino che suona il banjo con audio


Coding example


Cinzia Cupertino, Paolo Nappo


Four project ideas of Salvemini School – Fasano

Le quattro idee progettuali del Salvemini – Fasano

20th of October, 2014

The Salvemini School began to collaborate with the transnational project Promoting Knowledge Work Practices in Education in February 2014 through, at first, a training phase on the trialogical approach, followed by the creation of an “object” to propose to the class that has to be used in an “authentical” way.

The four project ideas, in four different class councils, have been supported by some phases of implementation:

• preparation of a planning sheet

• discussions and debates with the representatives of the University after the observation of the teaching/learning process into the classroom

• preparation of a draft of the pedagogical scenary

• beginning of the classroom activities through the techniques of progressive inquiry in support of interaction/discussion between peers and Jigsaw (Puzzle), in support of teamwork, with the drafting of a logbook (pupils and teachers)

• compilation of the monitoring questionnaire on its activity in June (pupils and teachers)

Salvemini School Gamebook Discipline Computer Science and Italian Language

Salvemini Gamebook Informatica e Lingua e letteratura italiana

22th of October, 2014

Salvemini School – gamebook

The creation of a videogame, starting from the reading and analysis of a literary text, exploring the imaginative dimension, is the shared object for which mainly the Computer Sciences and Italian teachers cooperate, in a two-year class of the technical institute of Graphic Design and Communication.

Supported by working techniques suggested during the training at both pedagogical (progressive inquiry in support of interaction / discussion between peers and Jigsaw) and technological such as the use of Google Drive, in the preliminary stage, we proceeded to the creation of an account for each student and the creation of a shared workbook.

Listening to the audiobook of Novecento by Alessandro Baricco has allowed the transition to the exploration of the narration to identify the different dimensions in relation to the emotional element included in the narration, through the literary, filmic and graphic language. The operation is accompanied by the exploration of the possibilities offered by the use of the environment Scratch 1.4.

The Computer Science part concerns on the introduction to the algorithmic technique with pseudo-language and flowchart; the construction of a manual, corrected by the students themselves and downloadable online through  the school website; the use of free software: Gimp, for photo editing and image composition,  Audacity, for the management of audio tracks, and Scratch for coding

Cinzia Cupertino e Paolo Nappo

Salvemini School – Convection Steam Oven: Guide for Use and Maintenance

Salvemini – Forno a Convezione Vapore: Guida sull’uso e Manutenzione

Project Informations
Object: Convection Steam Oven
Where: In Salvemini School, in a first class of the Professional Institute of Services for Catering.
When: From April to June 2014 for a total of 20 hours lessons in 8 weeks.
Purpose: To realize a Guide for Use and Maintenance of Convention Steam Oven.
Recipients of the guide are: the same school and similar schools particularly cooking teachers and laboratories; users of professional kitchens; private domestic users.
Context: first class with 16 students of 14-15 years old.
Disciplines involved: Physic and Italian language.
Environments used: classroom and cooking laboratory.
Tools used: Laptop, video projector, Smartphone and digital camera, Gmail, Drive.

What’s done so far
The activities done can be summarized in four phases:
Phase 1: Preliminary starting activities (account google, gmail, mailing list).
Phase 2: Brainstorming with definition of areas of investigation and definition of working groups; exercises on Drive.
Phase 3: Research of sites and publications relating to the Oven (Reading and analysis of documentation, executive summary). At the end of this phase each group has presented to the teachers and to the others groups the job done.
Phase 4: Construction of the guide with activities of image processing, text processing and printing in paper format. During this phase several revision of the object has been done using intermediate printings.

Some Results.
Critical Issues: activities slowed due to the poor basic skills of the students in the use of technology; needing to reschedule activities continuously; school attendance discontinuous by students has created difficulties in the management of the working groups;
Strong Points: collaboration between learners and autonomy in finding solutions through the mediation of new technologies; increased motivation, attention, and participation by students; ease in making connections between different aspects of the same reality (the oven); use of technology has stimulated the creativity to solve problems in a collaborative way; collaboration between teachers, the exchange of experiences and the sharing of strategies during the trial was crucial to obtain satisfactory results.

What’s next
The object “Guide for use and maintenance of Convention Steam Oven” at the moment is in paper draft format.
In first instance our project is to make an Object review involving cooking teachers of Salvemini School (one of the users of the object) in order to finalize the Guide in format paper. The final Object will be used into the kitchen laboratory as a support to explanation of oven functioning to the new first classes.
Afterwards we will evaluate the possibility to make a new version of the guide as multimedia document or video tutorial.

Natale Palmisano – Angelica Brunetti

Salvemini School Guide Health Food Pilot Project

Project Informations
Object: Guide for healthy eating
Where: In Salvemini School a pilot course was started in a first class of professional institute of Services for the Catering.
When: From April to June 2014 for a total of 20 hours lessons in 8 weeks.
Purpose: To make a game-guide to healthy eating.
Recipients of the guide are: students and families.
Context: first class with 17 students of 14-15 years old.
Disciplines involved: Science and Math.
Environments used: classroom and laboratory.
Tools used: Laptop, Interactive Whiteboard (IWB), Gmail, Drive, Word, Excel.

What’s done so far
The activities done can be summarized in four phases:
Phase 1: Preliminary starting activities (account google, gmail, mailing list).
Phase 2: Brainstorming with definition of areas of investigation and definition of working groups; exercises on Drive.
Phase 3: Elaboration of a questionnaire on eating habits of institute students.
Phase 4: Questionnaire administration and data processing.

Some Results.
Critical Issues: activity slowed due to slow internet connection;
Strong Points: collaboration between learners and group work.

What’s next
At the end of data processing related to the questionnaire, we will proceed to design a board game focused on key elements of a healthy diet.

Giannuzzi F. – Palmisano G.