Assignment 7:
PROJECT.
Future Artifact + Enactment

Final Enactment Days November 7 + 8
Digital Submission November 10

“And right in-between thinking and doing, I would say, there is experience. And experience is not just a kind of entertainment in a non-causal way. Experience is about responsibility. Having an experience is taking part in the world.” (Olafur Eliasson)

“The circle of students has become a classroom - a portable, improvised space in which the real teacher is now the streets. The line between urban life and education has dissolved. Protest has become pedagogy.” (Beatriz Colomina + Ignacio Galán + Evangelos Kotsioris + Anna-Maria Meister)

Deschooling to focus on “educational webs which heighten the opportunity for each one to transform each moment of [their] living into one of learning, sharing, and caring” (Ivan Illich)

“Bodies themselves… became a medium of radical education: hammering structures together; joined together…; coming together in solidarity to self-organize…; gathering in public spaces to protest the gender conformity of domestic space; non-conforming bodies united to question the structures of the past” (Beatriz Colomina + Ignacio Galán + Evangelos Kotsioris + Anna-Maria Meister)


Parting from Relational Aesthetics, “art based on, or inspired by, human relations and their social context” [1] as related to Pedagogies, you will take the creative concepts and pedagogies that you articulated for your Future Space of Collective Learning, and you will transform them into an experience. For that, we will begin by summoning a future artifact, or a piece of your future school that you will bring to the present moment. Your future artifact is not just a thing by itself, it will become the key through which it will be possible to access, in the words of Nicholas Bourriaud, a “microtopia" of your Future Space of Collective Learning. In other words, through your artifact and your choreography around it, we will open up and experience the future world of your project as well as the relationalities, convivialities, and exchanges around which your project speculates. Think of your future artifact as a “quasi-object” of Michel Serres like we talked about in August - a thing with agency that brings actors into particular relationships and social formations that you imagine as part of your future space of collective learning.


Your goals for this assignment include:

• Materializing a future artifact from your Future Space of Collective Learning
• Activating your future artifact through a choreographed communal experience,  from 15 to 60 minutes long.
• Defining the physical context for such activation.
• Defining the actors (human and non-human) that you would like to be present at your activation-enactment.

Through your future artifact & enactment you should:

• Create a temporary container for experiencing together your Future Space of Collective Learning.
• Communicate the essence of your Future Space of Collective Learning manifesto.
• Inspire through your future artifact and significant actions, the changes that your Future Space of Collective Learning aspires to achieve. Think of it as a small piece of activism that moves us toward your desirable future.

DELIVERABLE (submit on Canvas and Arena)

• PDF document with your enactment plan/guión, including detailed agenda, materials list, choreography drawings, the layered collective sketch, all preceding and posterior process sketches, process photos, all relevant logistics.
• High-quality documentation of your future artifact (photos, gifs, scans, etc)
• High-quality documentation of your future enactment (photos, videos, etc)

REFERENCES

[1] Tate – Relational Aesthetics, https://www.tate.org.uk/art/art-terms/r/relational-aesthetics, retrieved on October 26, 2024.

The Art Story – Relational Aesthetics, https://www.theartstory.org/movement/relational-aesthetics, retrieved on October 26, 2024.

Beatriz Colomina + Ignacio Galán + Evangelos Kotsioris + Anna-Maria Meister. “Introduction.” Radical Pedagogies. 2022.

Charlotte Malterre-Barthes + Zosia Dzierżawska. “New Rules for a Generous School of Architecture.” 2021.

Silvia Federici. “The University: A Knowledge Common?” Re-enchanting the World: Feminism and the Politics of the Commons. 2019.

bell hooks. “Confronting Class in the Classroom” Teaching to Transgress: Education as the Practice of Freedom. 1994.

Cynthia Deng and Elif Erez. “Care Agency: a 10-year choreography of architectural repair” https://www.youtube.com/watch?v=W3dMMYUUq7Y