An Arakawa and Gins experimental teaching space - a feasibility study

Keane, Jondi 2010, An Arakawa and Gins experimental teaching space - a feasibility study, in AG3 ONLINE : The third international Arakawa and Gins : Architecture and Philosophy conference, [Griffith University], [Brisbane, Qld.], pp. 1-10.

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Title An Arakawa and Gins experimental teaching space - a feasibility study
Author(s) Keane, Jondi
Conference name International Arakawa and Gins : Architecture and Philosophy Conference (3rd : 2010 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 12-26 Mar. 2010
Title of proceedings AG3 ONLINE : The third international Arakawa and Gins : Architecture and Philosophy conference
Editor(s) [Unknown]
Publication date 2010
Conference series International Arakawa and Gins : Architecture and Philosophy Conference
Start page 1
End page 10
Total pages 10
Publisher [Griffith University]
Place of publication [Brisbane, Qld.]
Summary Many researchers and practitioners currently teaching at Universities use the works of Arakawa and Gins within their courses and some go as far as structuring entire courses on their work. This indcates the value of Arakawa and Gins’ insight which offers many opportunities to intensify the relationship of theory to practice, disciplinary inquiry to knowledge and art to life. Having spent time in each of Arakawa and Gins’ built works, I have experienced and evaluated the benefits of constructing relationships among bodily movement, tactically posed surrounds and the discursive sequences that best constrain them. Based on my experience, I advocate going beyond the study of finished products towards the practice of coordinating history, community, person and body that occurs when inventing and assembling architectural procedures. This paper will outline my efforts over the last eighteen months to produce a feasibility study for building an experimental teaching space at my University (Griffith University, Australia). The experimental teaching space that I am proposing would commission and enact the architectural procedures of Arakawa and Gins in a constantly changing built (in-the-process-of-being-built) environment, where the guided construction of the teaching space is the curriculum. This approach would offer an alternative to the design trend in teaching and learning environments toward technologically driven smart spaces. An experimental space based on “perceptual learning”, “sited awareness” and “daily reserach” would address the disconnection between current research from the life sciences, developmental psychology, rehabilitation science and blended learning—and the enrivonments in which learning occurs. My discussions will address two issues: the link between pedagogical concerns of advanced study with the production of commual space (organism-person-surrounds) and how these goals can be implemented within the institutional planning processes while adhering to new federal funding guidelines, new performance indicatiors, and public tender guidelines. Throughout my paper, I argue that an experimental teaching space would accentuate multidisciplinarity and offer budding teachers, life scientists, sociologists, historians, and artists the enactive tools by which to affect change and provide grounded cultural leadership.
Language eng
Field of Research 199999 Studies in Creative Arts and Writing not elsewhere classified
Socio Economic Objective 970119 Expanding Knowledge through Studies of the Creative Arts and Writing
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2010, Griffith University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30033969

Document type: Conference Paper
Collection: School of Communication and Creative Arts
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