29 SES 11, Paper Session
This article falls on the relationship of students with school spaces and prospect their symbolic and sensory dimensions. These are discussed within the immaterialities we designate the school as the wide field that goes from the culture of schools, the hidden curriculum and now in search of the meaning of immaterialities of its own architecture.
In a first approach taken in 2011, we were able to see that after the construction of a model of school by students, they expressed themselves in a new and peculiar form the reality on study, that is, on the school itself. In specific aspects they indicate critical aspects and new architectural solutions in order to bring "more comfort" to its final users. This established a connection with the new dimension of sensitive of knowledge.
Now we put the hypothesis to study more closely this question by putting forward the concerns of a group of students, the sensations experienced from a closer relationship in field work (the school spaces) with such "immateriality " and finally those experiences shaped in a scale model built with the aim to achieve more well being for its users .
It seemed then that the explanations produced by students around the scale model corresponded to a new relationship with the school spaces; this relationship was related to the handling of spaces during the construction of the model; and that this relationship seemed to deeply sensitive and critical. In reality such utterances translated a new sensibility about the school and particularly about the architecture of their spaces.
To aim this purpose, we put, by a methodological point of view, a group of students in study of school spaces, whose priority is to study and capture the spaces already constructed sensations (visual, tactile, hearing). For research we employ mechanisms of sensory activation (videos, drawings and decals, recordings) to guide the search for the capture of spaces in their sensory and symbolic meaning.
The objective is to awaken in the research group, strategies to "go beyond the immediate knowledge" of school spaces and take them to the consideration that this reality can be seen in a different scale, the scale of sense. Mechanisms beyond those group members were "trained to see (go) farther "to" not settle on the obvious "but rather" open up sneaking sensations in the spaces "that can escape in a only superficial approach”, i.e. the everyday approach.
It is then that the concept of the mechanisms of sensory activation that are addressed in order to go looking for the " hidden space " (the collection of decal textures - walls, ground, woods, trees; collecting video of the spaces in between and his analysis of their visual, plastic, sound elements; the design of the "imagined reality " that seeks to blaze new volumes, new features, new plastic elements, colors, dimensions, and other elements on spaces, etc…).
This knowledge, in our point of view, represents a new knowledge since it is going to express more emergency sensations produced by spaces. As a new knowledge, can substantiate the need for a school architecture more concerned with the welfare of students, with new plastic parts, new spatial arrangements. A school that matches a new spatial culture that put a priority objective the welfare of the school community.
Hence the importance of a translation scale model. Actually we want to ask whether the knowledge so seized can set "a new school space", a new arrangement and a new configuration of the architecture school more sensitive to the opinions of students now in consideration social actors.
Aldrete-Haas, José Antonio (2005). Lo invisible en arquitectura. Edicion privada: Creación y Cultura. Amsterdam 128-4: Col. Hipódromo Condesa, 06100 México, D.F. ISBN: 970946190-7. Armitage, M. (2005). “The influence of school architecture and design on the outdoor play experience within the primary school”. Paedagogica Historica XLI (4/5): 535-55. Baillieu, Amanda (25th May 2006). Senses of Place. Designing Scotland’s Future Schools. Glasgow: The Lighthouse. Editor, Building Design. (Obtido em 30 Janeiro de 2013 de http://www.scotland.gov.uk/Resource/Doc/920/0049729.pdf) Blackmore, Jill et al. (2011). ”Research into the connection between built learning spaces and students outcomes”. Literature Review, paper nº 22, june 2011, Department of Education and Early Childhood Development. Deakin University. Melbourne Blanco, Marta Úbeda (2002). La Maqueta como Experiencia del Espacio Arquitectónico. Valladolid: Secretariado de Publicaciones e Intercambio Editorial Universidad de Valladolid. Bosch, Rosan (2012). “School design: Vittra School Telefonplan, Södermalm and Brotorp in Stockholm.” Obtido 29 Novembro 2013 de http://www.rosanbosch.com/en/projects?projects__all__args=6# Bosch, Rosan (2013). TEDx Video: Designing for a better world starts at school. Obtido 15 Janeiro 2014 de http://www.rosanbosch.com/en/news/tedx-video-designing-better-world-starts-school# Burke, Catherine & Grosvenor, Ian (2003). The School I´d Like. Children and Young people´s reflections on an education for the 21 st century . London and New York: Routledge Falmer. Burke, Catherine (2007).”The View of the Child: Releasing ‘‘visual voices’’ in the design of learning environments”. UK: University of Leeds. In Discourse: studies in the cultural politics of education, Vol. 28, No. 3, September 2007, pp.359-372. Husni-Bey, Adelita (2011). Postcards from the Desert Island. Obtido 29 Janeiro 2014 de http://www.vdrome.org/husnibey.html Krauss, Annette (2008). ‘Hidden Curriculum’, Annette Krauss’ project. Obtido, 24 Maio 2013 de http://cascoprojects.org/?entryid=283 Lawn, Martin & Grosvenor, Ian (eds.) (2005). Materialities of Schooling. Design, Technology, Objects, Routines. Oxford: Symposium Books. ISBN 978-1-873927-30-4 Nóvoa, António (2000). “Ways of Saying, Ways of Seeing: Public Images of Teachers (19th-20th century)”. In Paedagogica Historica, vol. VI, pp. 21-52. Pardiñas, Maria Jesús Agra & Mesías Lema, José María (2011). “Questions before words ‘An Educational Space, a Stimulating Space?’”. International Journal of Education through Art, Volume 7, Number [ETA 7 (1)], pp. 7–26. Intellect Limited Article 2011, English language. doi: 10.1386/eta.7.1.7_1 Pink, Sarah (2006). The future of visual anthropology: engaging the senses. London and New York: Routledge, Taylor & Francis Group.ISBN10: 0-415-35764-0. Prosser, Jon (2007). ”Visual methods and the visual culture of schools 27”. In Visual Studies, Vol. 22, No. 1, April 2007. ISSN 1472–5878 online/07/010013-18. International Visual Sociology Association. Routlege: Taylor & Francis Group.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.