born in Padova in the 1953; at the high school he realizes , in 8mm,
his first fiction. He graduates ( in biological sciences ) implementing
with the center of scientific cinematography of the university of
Padova a popular video on the basic principles of the genetics, having
as tutors professor G.A. Danieli and dr. Paola Robuschi.
From 1983 to 1986 works as graduated technician with the linguistic
center of Venice university where contributes in setting up the video
section and implements numerous documentation of conferences in the
field of linguistics and glottodidactics.
From 1986 to 1990 cooperates at the production of several AV with the
center of scientific cinematography of the university of Padua and
in 1991 begins, as Viesse video, a production activity implementing
many documentaries, above all on ecological thematic, and event
documentation works, mainly theatrical.
From the 1994 starts to propose initiatives of didactic character,
planing and implementing instructive activity for teachers and
schoolboys of the schools of every order, in Padua and in other Italian
Particularly important is the experience of the
school newscasts and of videoletters
for the exchange with schoolboys of other nations.
From the September 2001 works primarily in Naples, always in the circle
of the didactics of the audio-visual.
From the November of the 2001 he is a member of the MED - Media
At the end of 2002 builds and mantains for 3 years the site www.videoletter.org
In 2005 publishes the manual "Fare audiovisivo nelle scuole". ( Dino
Audino Editore, Roma )
Main works in video:
(for the complete list click
Guida semplificata all'uso del Chemical Abstract
(Simplified guide for the use of the Chemical Abstract)
Da Rifiuti a Risorse
(From wastes to resources)
Usa e Riusa
(Uses and reuses)
Dalla terra e ritorno
(From the soil and return)
Il compostaggio domestico
(The domestic composting)
Esperienze di logopedia
I think that now it is possible to use video in the
schools as a real mean of communication.
( don't forget this main point: unlike other media like books, learning
software, Internet, video can be seen at the same moment by 2, 20, 200
... people )
The basic concept is that a group of students works for
a certain amount of time ( 5/ 20 hours) on a project and the result may
be used by hundreds or thousands of other students.
- researchers at the local university explain and show what they do and
how they work.
- mayor and councilors explain how the city council works
- a family house : project, building, maintenance
- evidences of Physics in the REAL World
- local history
- and so on.
the main problem is to create a net for connecting
"producers" with audience ( that shall be, on their turn, producers )
for example, filmed contributions made in different
schools could be collected on DVD or video CD (the actual frequency
-ideally once a week- depends on the amount of materials produced) and
diffused in all the schools ( also overseas, why not ? ) taking part to
It is clear that such a "peer to peer" television is
rather different from the entertainment TV we are used to see, and
shall require the development of new formats and languages.
didactics experiences with the audio-visuals from 1995
Typology of activities:
(for the complete
list clicks here)
In the context of the afternoon activity, an editorial
staff of 8/12 students implements 4/5 filmed news inherent the life of
the school for every issue of the TG . The reports are presented and
enriched with other news by one or two announcers (look).
Among the various methods of diffusion experienced, the projection
during the general meeting of the students appeared the more
functional. In one occasion has been successfully experienced a live
"broadcast": the TG was product in library and contemporarily projected
in main hall (look).
On school newscasts you can see a page of links
with other experiences.
Introductory course for high schools
(broadly experienced in the second classes and third)
In collaboration with the teacher to letters, in antemeridian time in
the arch of two or three weeks.
Three theoretical-practical lessons ( contact with the video camera;
analysis of television materials and selection of the program to
implement; introduction to editing techniques and indications for the
implementation of the program )
Two operational meeting for carring out the program ( during generally
two to five minutes ) that in the meantime the boys have conceived and
writing with the help of the teacher.
(actually experienced with middle and elementary schools)
It is a video tape specifically carried out to introduce the school or
the class to partner in the circle of exchanges with foreign schools.
The way of realization is varied in the different situations, generally
the students have been involved in the planning and performing sketches
on their life at school an at home. Presentation and comments have
obviously been effected in the vehicular language of the exchange.
(experienced in the third class of a high school of communication)
in the course of 5 full forenoons a television type program that
combines action in studio and recorded operations has been carried out.
It is necessary a preventive work of documentation on the arguments to
be treated, essential at least four preparation meetings. The use of
the television studio ( different cameras and sources of video signal
connected to a video mixer ), even if not essential, let students
experiment live production .
(experienced in a high school of Vicenza and, with a different
procedure, in Siena)
A group of 6/8 students, with the help of an expert of the matter (in
this particular case an astronomy professor) produces a documentary on
a specific argument.
It is then possible to record the exchange of questions and answers
that develops between the class and the expert following the vision of
the documentary. (in this phase, if available, a television studio may
The implementation requires six/seven meetings ( of which at least
three with the expert ) in the arch of a pair of months.
Instruction trips documentation
(several experiences in Padua and Siena)
Before the trip, in the arch of two or three meetings the students and
the accompanist teachers are instructed on how to pick up the visual
documentation ( preferably on videocassette but if it is not possible
even only on photos ). After the trip the materials are selected and
edited and an audio comment is added in a pair of meetings with the
boys. The final assembly may be done even with the technique of live