Congresos de la Universitat Politècnica de València, Systems & Design: Beyond Processes and Thinking

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Proposal for a systemic process: Managing the creative abilities of students pursuing the architectural studio at mexican universities.
Margarita Beatriz Flores Miranda

Última modificación: 18-07-2016

Resumen


“Education´s goal is the ability to master life with self-creative forces, in order to achieve something good and beautiful.” Götze, C. (1898). Das kind als Künstler

Projects at Mexican schools of architecture often focus on conventional issues of dimension and function; in a country with the largest number of students in the architectural discipline there is an existing disinterest in the appropriation of knowledge, exploration of complexity, and expression of ideas. Such a disinterest calls for the evolution of architectural education.

This research proposes it is possible to manage the creative forces of individuals. A working model composed of distinct components will be generated to stimulate areas related to artistic development. In preparation, essential components of the model have been extracted by analysis from the Bauhaus Preliminary Course developed by Johannes Itten, considering its influence on sequential tutors as well as its moment of historic implementation (1918-1923).

The objective is to transform Itten´s pedagogy by means of a systemic design process focusing on the development of creative skills. The first methodological approach has been extracted from three of Itten’s thematic fields, each structured by a set of common elements: principle, objective, common material, exercises, and phases (Fig. 1). The sets are related according to their role in the development of talent as a means to discern and reveal artistic character:

-      BEING UNDER CONSTRUCTION: A physical-soul-spiritual unity that incorporates artistic education through exercises for awakening the body and intellectual harmonization (Fig. 1a).

-      BALANCED COMPOSITION: Refinement of the senses through intuitive analysis of artistic structures and a critical drawing of reality (Fig. 1b).

-      CONTRAST: The art of objectivity through the study of opposites: feeling-thinking, intuition-intellect, expression-construction (Fig. 1c).

A responsible party, acting as structural element, directs the capacities stimulated within the group and materialized by cohesive exercises, guiding students to define an authentic trajectory:

-      FAMILIARIZATION: Understanding the bases.

-      EXPERIMENTATION: Articulation of new configurations.

-      APPROPRIATION: Creation from the unknown.

-      OPERATION: Execution in real-time.

-      REDIRECTION: Return to the origin to adjust and resume.

By asserting the student is the center of his or her unique working model the implementation of this method in architectural studios allows for the assignment of any creative exercise and is suitable for all levels of investigation.

DOI: http://dx.doi.org/10.4995/IFDP.2016.3644


Palabras clave


Student; Creativity; Education; Methodology; Design

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