Tatiana Machado,
Architect-designer, Educator
Exploring entanglements between art, design and architecture to bring children and young people into dialogue with the world’.
Architect-designer, Educator
Exploring entanglements between art, design and architecture to bring children and young people into dialogue with the world’.
My dissertation research responds to the increasing demand for measurable learning outcomes and the concomitant emphasis on skills-based education in architecture and design ‘learning’ programmes for secondary school students in England and Wales. It questions the instrumentalisation of knowledge that often results in the standardisation of activities.
My research investigates how architecture and design education can ‘open up students to the world, bringing it into play’ (Biesta, 2020), where the development of skills and competencies is led by growth into knowledge, and driven by interactions, intra-actions and dialogues between bodies, materials, and the surrounding environments.
Supported by the concepts of ‘interruption’ (Biesta, 2020) and ‘pedagogies of the event’ (Atkinson, 2012) as well as the notion of ‘teaching how to look at life through art’ (Gielen, 2015), I explore the potential for art education and contemporary art to foster new approaches and teaching methods that create space for a more exploratory and inquisitive engagement with the world.
By means of architectural provocations, which interrupt students' usual ways of seeing space, and exercises that investigate space through the experience of the body, I hope to heighten pupils’ encounters with their surroundings. Feeling they have the space in their hands can encourage from them a response to space that unfolds directly from iterative and playful processes of exploration and making.
Atkinson, D. (2012) Contemporary Art and Art in Education: The New, Emancipation and Truth. The international journal of art & design education. 31 (1), 5–18.
Biesta, G. (2020) Letting Art Teach. ed 2. Arnhem, Netherlands: ArtEZ Press.
Gielen, P. (2015) ‘Lessons in Disproportion: The Role of Play in Arts Education and the Role of Art in Education’, in B. van Heusden and P. Gielen (eds) Arts education beyond art: teaching art in times of change. Amsterdam: Valiz, pp. 134–150.
Supported by the concepts of ‘interruption’ (Biesta, 2020) and ‘pedagogies of the event’ (Atkinson, 2012) as well as the notion of ‘teaching how to look at life through art’ (Gielen, 2015), I explore the potential for art education and contemporary art to foster new approaches and teaching methods that create space for a more exploratory and inquisitive engagement with the world.
By means of architectural provocations, which interrupt students' usual ways of seeing space, and exercises that investigate space through the experience of the body, I hope to heighten pupils’ encounters with their surroundings. Feeling they have the space in their hands can encourage from them a response to space that unfolds directly from iterative and playful processes of exploration and making.
Atkinson, D. (2012) Contemporary Art and Art in Education: The New, Emancipation and Truth. The international journal of art & design education. 31 (1), 5–18.
Biesta, G. (2020) Letting Art Teach. ed 2. Arnhem, Netherlands: ArtEZ Press.
Gielen, P. (2015) ‘Lessons in Disproportion: The Role of Play in Arts Education and the Role of Art in Education’, in B. van Heusden and P. Gielen (eds) Arts education beyond art: teaching art in times of change. Amsterdam: Valiz, pp. 134–150.