Raum Für Nachhaltigkeit

Author/s

Michaela Martinek

University of Applied Arts Vienna (UAAV), University of Applied Arts Vienna, Oskar Kokoschka-Platz 2, 1010 Wien, Austria

Rolf Laven

University of Applied Arts Vienna (UAAV), University of Applied Arts Vienna, Oskar Kokoschka-Platz 2, 1010 Wien, Austria

In the spirit of exploring responses to current global challenges we reach for new and positive collaborations, approaches and formats. eduLANDS for Transitions has been a further catalyst and has opened up new channels and stimuli. We have developed FLUX-Terrace alongside Raum für Nachhaltigkeit and succeeded in integrating these new creative spaces into eduLANDS for Transitions. This social constructivist learning has accelerated our connection with digital technology. We are excited and pleased to share something of the changes these developments have brought.

In the context of art and design projects at the Angewandte, Raum für Nachhaltigkeit is a fresh student-engaged inclusive forum for sustainable and socially-just innovation and sharing: friendly, responsive, forward-looking, evolving, innovative.

Learning objetives and goals

1. Original objectives of Raum für Nachhaltigkeit (design concept and design draft provided in 2019 by student) on course No. S03417

To offer a safe inclusive space for respectful sharing and experimentation in the field of art and design, with a view to a sustainable future.
To enable exchange between all students and all staff of any rank or specialism within the University of Applied Arts Vienna (participation/experimentation/ realization).
To increase democracy and diversity of input and output through the existence of this dynamic, inclusive, RfN_a collaborative learning tool (c) Cornelia Feitsinger permeable group: a new model for networking.

2. Objectives of the course No. S03417 – adapted in 2021 in response to objectives of Raum für Nachhaltigkeit, adapted further In 2022 in response to new collaboration with eduLANDS for Transitions

Explore how to connect the Angewandte/ FLUX-Terrace with local landscape through artistic design
To facilitate and empower students to identify ‘what is needed now’ and to develop real life artistic design and pedagogical solutions to respond to this usefully and effectively.
To explore the potential of the new connections between Raum für Nachhaltigkeit, eduLANDS for Transitions and FLUX-Terrace in terms of ‘what is needed now?’ and how we can respond most effectively to this through artistic design.

Topics related to landscape and transition

Methodology

Study area

Participants take responsibility for themselves (adults only participate) Rules of the road to be observed at all times by all participants.

Pedagogical methodology

Preparation phase: discussion of research question and decision about nearby sustainable artistic projects

Exploration of potential activities and selection.
Exploration of potential bicycle route and test in proximity landscape UAAV
Invitation on different channels

Activity phase: Introduction at meeting point, Bicycle Tour of proximity landscape with focus of specific bicycle tour outlined e.g. a visit to the bees,

Taking pictures and instantly sharing on Social Media

Documentation phase: Critical Evaluation as an aspect of action research

Reflecting on internal perceptions of external landscape (through text and visuals)
Synopsis of RfN learning tool in different formats e.g. INSTA and booklets for maximum inclusivity

Type of collaborative action

Space where the experience is carried out

(Using Bicycle Tour as example)

Preparation phase: UAAV and proximity landscape
Activity phase: proximity landscape
Documentation phase: UAAV

Where the learning experience has been developed

Educational materials and/or resources needed

(Using Bicycle Tour as example) bicycles, helmets, map of the route.

Evaluation

Initial or pre-assessment

Participants find new ways of working Collaborative RfN tool: Bicycle Tour (c) Cornelia Feitsinger together whilst also still taking full responsibility for themselves
Participants learn how to play an active part in imagining solutions based on reallife connections
Participants explore perceptions, connections, their own responses, and gain new insights and ideas
Participants learn of the value and potential in collaboration in Artistic Design Projects
Participants learn how to develop action- based design skills
Participants learn to create practically useful pedagogical tools which can be shared in educational settings
Participants engage with proximity landscape with the focus on Artistic Design Projects
Participants imagine and practise working together in an inter-cultural world
Participants review their own conception of inner and outer landscape and the relationship between these.
Supports social mental and physical health whilst respectiong the environment

Formative evaluation

Integration of Bicycle Tour as established regular starting point of RfN
Experiential awareness-building through group connectivity with proximity landscape
Sense of individual and shared responsibility for collaborative learning tools through Bicycle Tour as Artistic Design Project
Environmentally-situated learning involved the whole person in a community/group setting in the landscape
Breakdown of barriers between student group and wider society through physically moving out into and through the proximity landscape
Fun and wellbeing gave a positive impetus to the subsequent Artistic Design Challenges
The course has adapted to today’s learning ecosphere
Participants engaged with proximity landscape with the focus on Artistic Design Projects
Low cost, low CO2 project, adaptable and therefore sustainable

Final evaluation

How can artistic design education (collaborative RfN-Bicycle Tour) respond to changing humanitarian and environmental challenges?

The collaborative learning tool RfN-Bicycle Tour offers multiple, adaptable possibilities for Artistic Design Education e.g. bees, water, bike repair, birds in the city, integration of formal education provision with the wider community, opening up conversations, group cohesion, benefitting health and wellbeing, reducing isolation, connecting with nature, reviewing our sense of relationship with the ‘natural’ world.
Potential to change the shape of education through interacting directly with the landscape and the wider community
Digital learning landscape and social media open up new channels of connectivity and sharing.
Informal learning through shared experiences builds trust and mutual support
Artistic Design Education can facilitate opportunities to be part of sustainable design conversation, including design for social justice.
Artistic Design Education offers important potential for working collectively and collaboratively to imagine and develop tools for a more sustainable future.

Keywords

Learning objetives and goals

Gallery

Learning experience data sheet

Methodology

Evaluation

Supplementary materials

Interwoven Enviroment