29 SES 09, Ways of Approaching the Visual
My experience on the role of architecture in education has led me to explore how young people relate to school spaces. I am particularly interested in understanding the ways in which what we can call sensory knowledge exists, acts and is reflected upon by those that everyday live within the architectures of schools. My research took place in a secondary school and I invited some students to be my 'pairs' in the research. I proposed the use of multi-modal forms of approach to the school space and a subsequent representation of these 'realities'.
I was interested in understanding if different approaches to space, with the conscience of being there and capturing what was meaningful for the students, would give me, as an architect and as a researcher in arts education, new ways of seeing the school space, but also to them (the students), new ways of relating, positioning and make meaning of these spaces.
I had some goals in mind and, even if these goals are to general, I believe that through this participatory project, I will be able to question and to discuss mechanisms and methodological frameworks to work with young people about their own experiences in their everyday lifes, and more, to work with young people around the questions of producing knowledge. Not the the official knowledge of school, but to open up the possibility of considering other ways of constructing meaningful knowledge for them.
These issues came to prove decisive in the context of our work for some reasons, but it was the distance from this project that gave me the possibility of looking into the processes and results and question everything again.
In the paper, I will discuss the methodological process of this research practice.
Baron, T., & Eisner, E. W. (2006). Arts-based educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of Complementary Methods for Research in Education (Third Edition, pp. 95–110). Washington, DC: American Educational Research Association. Birks, Melanie & Mills, Jane (2011). “Essentials of grounded theory”. In M. Birks, & J. Mills (2011), Grounded Theory. A practical guide. London: SAGE publications, pp.1-14. Burke, Catherine (2007). “The View of the Child: Releasing ‘‘visual voices’’ in the design of learning environments”. In Discourse: studies in the cultural politics of education, Vol. 28, No. 3, September 2007, pp. 359-372. Hernández, F. (Coord.) (2011). Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas. Universitat de Barcelona: ESBRINA – RECERCA, pp.7-23, 104-114. Jewitt, C. and Kress, G.R. (eds) (2003). Multimodal Literacie. New York: Peter Lang. JISC (2006). Designing Spaces for Effective Learning. A guide to 21st century learning space design. UK: Higher Education Funding Council for England (HEFCE), University of Bristol. Kress, G.R. (2003). Literacy in the new media age. London: RoutledgeFalmer Kress, G.R. (2004). Reading Images: Multimodality, Representation and New Media. Conference presentation Video, in http://www.knowledgepresentation.org/BuildingTheFuture/Kress2/Kress2Quicktime/Kress2Movie.html Kress, G.R. and Leeuwen, Van T. (2001). Multimodal Discourse: the modes and media of contemporary communication. London: Edward Arnold. Kress, Gunther (2010). Multimodality. A social semiotic approach to contemporary communication. New York: Routledge Lansdown, Gerison (2001). Promoting Children’s Participation in Democratic Decision-Making. Italy, Florence: Innocent Research Centre, Unicef. Nóvoa, António (2000). “Ways of Saying, Ways of Seeing: Public Images of Teachers (19th-20th century)”. In Paedagogica Historica, vol. VI, pp. 21-52. Pallasmaa, Juhani (2014). Los ojos de la piel. La arquitectura y los sentidos. (2ªedición). Barcelona: Editorial Gustavo Gili, SL. Perec, Georges (1997). Species of Spaces and Other Pieces. London: Penguin Books, Twentieth century classics. Edição original: Espèces d´espaces, edições Galilée, París 1974. Pink, Sarah (2006). The future of visual anthropology: engaging the senses. London and New York: Routledge, Taylor & Francis Group. Pink, Sarah (2009). Doing Sensory Ethnography. London: Sage Publications Ltd, Mixed Sources. Prosser, Jon (2007). ”Visual methods and the visual culture of schools 27”. In Visual Studies, Vol. 22, No. 1, April 2007. In http://publicsphere.narod.ru/VisCultSchools.pdf Raedó, Jorge (2016). III International Encounter on Architecture Education for Children and Youth was celebrated in Museo Reina Sofia, Madrid, on January 16 and 17th 2016. An iniciative by Jorge Raedó - Osa Menor, coordinated by Virginia Navarro - Cuartocreciente, supported by Proxectoterra, organized by Grupo Playgrounds. In https://arquitecturayeducacion.wordpress.com/
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