Federica Chezzi

Federica Chezzi is a Professor at ABABO's School of Art, Department of Art Education, where she teaches Art Pedagogy and Teaching (12 CFA) for Art Education and Communication students, Art Pedagogy and Teaching (6 CFA) for Comics and Illustration students, and Techniques and Technologies of the Visual Arts I (10 CFA). She oversees the educational program of the Ragghianti Foundation in Lucca and is the founder of the Laboratorio900 association.

Her research interests focus on making art accessible to diverse audiences through innovative pedagogical approaches. Chezzi has collaborated extensively with major Florentine institutions including the Uffizi Gallery, Accademia Gallery, Bargello Museums, Museo dell'Opera del Duomo, and Gucci Museum. Her work bridges theoretical art education with practical museum mediation, emphasizing how artistic language can develop historical and civil science skills while challenging societal stereotypes.

Her publications reveal a consistent focus on art education's role in contemporary society, examining topics from women's representation in art to museum evolution in the postwar period. Chezzi's work demonstrates how visual arts can serve as tools for critical thinking and social engagement, particularly through her exploration of illustrated books and digital education platforms.

Her scientific recognition includes the 2020 Consoli TCI Award for her educational program at the Ragghianti Foundation. Chezzi has also curated significant exhibitions including 'Laboratorio Novecento' at the Uffizi Gallery (2010, 2013) and 'Si fatto carne' at the Basilica of San Lorenzo, Florence (2015).

Since 2016, Chezzi has held training courses for teachers on contemporary art teaching and serves as editor for the children's art book series 'ALT! Arte Libera Tutti' and 'Arte e Dossier Junior' for Giunti editions. Her writing for 'Art e Dossier' magazine features the column 'Art in Conflict,' highlighting artistic practices from politically and socially tense regions.

Chezzi's laboratory-based teaching approach emphasizes hands-on learning, where students develop personal design methodologies through experimentation with various materials and techniques, while also producing critical texts about their creative work. Her educational philosophy draws from Vygotsky's theories about how art education promotes fundamental cognitive processes.