«The artwork is a fundamentally ambiguous message, a plurality of meanings that coexist in a single signifier [...] that is, to define the limits within which a work of art can achieve maximum ambiguity and depend on the active intervention of the consumer, without however ceasing to be a "work"» (Eco, 1962). According to the definition of "Open Work" it is possible to reinterpret experiences of Modern Movement in architecture through some eminent experimental model-schools that were able to define spaces for learning as places for communities, at the same time didactic and social ones, starting from the pedagogical methods developed at the beginning of the 20th century, which have deeply affected the experimental practices linked to the field of design and art. The most relevant case of the Bauhaus school, expressed through new pedagogies the need to re-found the entire society, in order to retrieve the totality and complexity of mankind (Einstein,1914), in search of a constant balance between the Apollonian spirit and the Dionysian spirit (Schlemmer et al., 1925). Starting from these assumptions, the research investigates the most significant design experiences carried out in the suburban areas of Italy in the 1950s and 1960s, such as the villages and hamlets of Sardinia (ETFAS, 1962). However, the spatial outcomes of the local schools built, shows how their design principles are still valid in the contemporary world, re-proposing of the concept of a democratic school (Scharoun, 1951). Following the current pandemic crisis, the role of school space has acquired new centrality, opening up a necessary debate on the inadequacy of current places of learning. The school space, seen as a natural extension of the body that acquires knowledge through exploration and motion, requires special attention not only in relation to proxemic distances and the new possibilities of aggregation that these imply, but also in relation to interactions with the urban dimension. Strengthening the role of architecture in educational processes and reinforcing the relationship between the school and its extension to the outside world, integrating experiences of the territory to make community (Weyland, 2014) is the topic investigated during the fourth edition of the International Summer School "ILS _ Innovative Learning Spaces - a city for everyone", in the workshop "Architecture and education for diversity: architecture as a pedagogical play for social transformation" coordinated by Colombian architect Giancarlo Mazzanti.

Modern Architectures for contemporary communities: learning and Inclusion in the open work / Cabras, Lino. - (2021), pp. 422-423. (Intervento presentato al convegno 2nd International Conference of the journal “Scuola Democratica” Reinventing Education tenutosi a on-line nel 2, 3 ,4, 5 giugno 2021).

Modern Architectures for contemporary communities: learning and Inclusion in the open work

Lino Cabras
2021-01-01

Abstract

«The artwork is a fundamentally ambiguous message, a plurality of meanings that coexist in a single signifier [...] that is, to define the limits within which a work of art can achieve maximum ambiguity and depend on the active intervention of the consumer, without however ceasing to be a "work"» (Eco, 1962). According to the definition of "Open Work" it is possible to reinterpret experiences of Modern Movement in architecture through some eminent experimental model-schools that were able to define spaces for learning as places for communities, at the same time didactic and social ones, starting from the pedagogical methods developed at the beginning of the 20th century, which have deeply affected the experimental practices linked to the field of design and art. The most relevant case of the Bauhaus school, expressed through new pedagogies the need to re-found the entire society, in order to retrieve the totality and complexity of mankind (Einstein,1914), in search of a constant balance between the Apollonian spirit and the Dionysian spirit (Schlemmer et al., 1925). Starting from these assumptions, the research investigates the most significant design experiences carried out in the suburban areas of Italy in the 1950s and 1960s, such as the villages and hamlets of Sardinia (ETFAS, 1962). However, the spatial outcomes of the local schools built, shows how their design principles are still valid in the contemporary world, re-proposing of the concept of a democratic school (Scharoun, 1951). Following the current pandemic crisis, the role of school space has acquired new centrality, opening up a necessary debate on the inadequacy of current places of learning. The school space, seen as a natural extension of the body that acquires knowledge through exploration and motion, requires special attention not only in relation to proxemic distances and the new possibilities of aggregation that these imply, but also in relation to interactions with the urban dimension. Strengthening the role of architecture in educational processes and reinforcing the relationship between the school and its extension to the outside world, integrating experiences of the territory to make community (Weyland, 2014) is the topic investigated during the fourth edition of the International Summer School "ILS _ Innovative Learning Spaces - a city for everyone", in the workshop "Architecture and education for diversity: architecture as a pedagogical play for social transformation" coordinated by Colombian architect Giancarlo Mazzanti.
2021
978-88-944888-4-5
Modern Architectures for contemporary communities: learning and Inclusion in the open work / Cabras, Lino. - (2021), pp. 422-423. (Intervento presentato al convegno 2nd International Conference of the journal “Scuola Democratica” Reinventing Education tenutosi a on-line nel 2, 3 ,4, 5 giugno 2021).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11388/248237
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