Simona Bonini Baldini

Simona Bonini Baldini

Participant in 2014
Work history 4th January - 1st June 2012
-Facilitation of two workshops on Digital Storytelling for healthcare operators.

Dinamica Centro Servizi
Via G.Polanga – 06034 Foligno (PG)

- from May to December 2008
Non-fiction film: "Dentro le proprie mura", history of Regional Psychiatric hospital.
Assistant Direction. Edit interviews and photographic documents.

Angelo Celli Foundation
13, Ponte D'Oddi street
06125 Perugia (Italy)

-from November 2007-to date
Regional Film Heritage
Project manager for the creation and development of the Film Archive of local memory:
the Umbrian Region seen through the private films shot by its inhabitants.
My responsibilities are:
-coordinate the collect of home movies from private collections
-organize events, as film projections, conferences, in order to promote the archive documents
-supervise the film digitalization and catalogue the films
-coordinate the project of delivering digital access of the documents
-attend to national network of researchers on home movies.

L'Officina della memoria
12, F.Marconi 06034
Foligno (PG) Italy

-December 2008-November 2010
Routes: migration and integration in Europe
The councelling and supervision for school activities and dissemination activities involved in the European programme Comenius, Lifelong Learning Programme.
Supervision of documents edited in the website.

movies and non-fiction film.
Square Bosco 3/A
05100 Terni (Italy)
Tel. +39 0744-407187
Fax. +39 0744-407468
Study history TRAINING

Training Courses Attended

3-4 March 2009- Nation seminar: copyright for film and audiovisual distribution.
AAMOD, Audioviual archive of labor movement, Rome

April - May 2007- Seminar: oral sources. Methods, techniques, experiences.
Parri Historical Institute. Bologna. Italy


2012-to date
PhD Student in Political Studies, Rome, “La Sapienza”

2000-2005, University of Studies of Bologna. Degree in Art, Music and Cinema. Degree Thesis in the History of the theory of cinema, focus on the history and valorisation of home movies as national film heritage.
Vote: 110/110

2002-2003, Erasmus Scholarship winner 9 months. Department of Cinema. Studies in documentary films, videodance, videoart.
Paris University 8, St.Denis, Paris.

Phd Projects


Formation policies and storytelling methodology

The role that context plays in the learning process is the subject of growing attention. Under the influence of theories such as constructivism and situated learning, the idea that is now widely agreed upon is that the extent to which we can understand and internalise any content depends on the way and the situation in which it is presented to us (Dettori, Morselli 2007).
For some years, storytelling has been a methodology which has found many uses in the field of professional training, higher school education and adult learning for which McDrury and Abbey (2007) offer interesting arguments concerning the use of reflective narrative experience in order to improve the learning process.
The basic idea of the storytelling methodology is to develop reflecting learning, made up of all those "affective and intellectual" activities in which participants undertake to explore their experiences in order to arrive at new insights and interpretations, both individually and as a group (Bond, Walker, 1991).
The research will analyse examples of narrative contexts to facilitate learning of topics related to the integration of migrants and the process of social empowerment, reflecting non-neutral effects the act of talking involves, even through the web or through the use of a computer. The act of storytelling hinges deeply into the human experience and is represented in various forms, individual or collective, which are the connective plots of thought and culture (Barthes, 1987). Not just thoughts, but also the emotions of human nature, if these can be translated into a language that can be conveyed via the most profitable medium of expression - fiction. It can be said that each person is not only the result of his or her experiences or relationships (Bruner, 1991), but even more so is the sum of their histories and backgrounds in the context that are being created around situation (Bateson, 1976).
Research on the meaning of the educational and cultural potential of fiction becomes of predominant interest in more recent education studies, in particular from the point of view of processing the implications coming from the narrative thinking processes (Bruner, 1993).
At the heart of storytelling is the correlation in the narrative representation of reality between the processes of interpretation, reflection and projection.Along the research path we will reflect on the kind of computer-mediated narrative from and those media that constitute the basis for the forms of communication made possible by electronic network.

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