Connecting Disciplines and Tracing an Educated Imagination: Biennale of Sydney Pavilions Design Summer Studio

Favaro, P; Manasseh, C

Connecting Disciplines and Tracing an Educated Imagination: Biennale of Sydney Pavilions Design Summer Studio

Favaro, P Manasseh, C

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Publisher:: UNSW
Publication Type:: Conference Proceeding
Citation:: Proceedings of ConnectED2010 International Conference on Design Education, 2010, pp. 1 - 7
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Favaro, P	en_US
dc.contributor.author	Manasseh, C	en_US
dc.contributor.editor	Forsyth Graham	en_US
dc.date	2010-06-28	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Proceedings of ConnectED2010 International Conference on Design Education, 2010, pp. 1 - 7	en_US
dc.identifier.isbn	978-0-646-54506-6	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17631
dc.description.abstract	In January 2010 the Architecture Program of the Faculty of the Built Environment at the UNSW hosted a design summer studio: 'Biennale of Sydney Pavilions' open to approximately thirty Masters students of architecture and fine arts. The studio took place twice a week for four weeks with a total of 48 hours. The purpose of this studio was to give the students the opportunity of designing a pavilion for the 17th Biennale of Sydney visitors, already affected by the display of many artworks in the Biennale, with specific spaces limited to contemplation, thinking and meditation. The pavilion, intended as the point of interaction between art, architecture and the natural beauty of the Sydney Harbour, would offer to Biennale visitors a moment for pause and reflection. The aim of the studio was to cultivate in the students an 'educated design imagination' through the integration of multiple disciplines in order to approach the design in a holistic way. Accordingly, the disciplinary background of the four lecturers/tutors involved in this studio included Art, Architecture and Philosophical Aesthetics. The paper traces the vital role of these respective disciplines taught in the design studio and attempts to gauge to what extent the students will benefit from this multidisciplinary exposure. The term 'educated imagination' is borrowed from the Canadian scholar Northrop Frye's book The Educated Imagination, (1963)1, where he distinguishes the way the sciences and the arts construct imagination from opposite ends. Frye suggests that science begins with the world as it is and from a rational and intellectual approach science turns to imagination. On the other hand, 'art begins with the world we construct, not with the world we see. It starts with the imagination, and then works towards ordinary experience'.	en_US
dc.publisher	UNSW	en_US
dc.relation.ispartof	Proceedings of ConnectED2010 International Conference on Design Education	en_US
dc.relation.ispartof	ConnectED: International Conference on Design Education	en_US
dc.title	Connecting Disciplines and Tracing an Educated Imagination: Biennale of Sydney Pavilions Design Summer Studio	en_US
dc.type	Conference Proceeding
utslib.location	Sydney, Australia	en_US
utslib.location.activity	University of New South Wales, Sydney	en_US
utslib.for	1203 Design Practice and Management	en_US
dc.location.activity	University of New South Wales, Sydney	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Sydney, Australia	en_US
pubs.start-date	2010-06-28	en_US

Abstract:

In January 2010 the Architecture Program of the Faculty of the Built Environment at the UNSW hosted a design summer studio: 'Biennale of Sydney Pavilions' open to approximately thirty Masters students of architecture and fine arts. The studio took place twice a week for four weeks with a total of 48 hours. The purpose of this studio was to give the students the opportunity of designing a pavilion for the 17th Biennale of Sydney visitors, already affected by the display of many artworks in the Biennale, with specific spaces limited to contemplation, thinking and meditation. The pavilion, intended as the point of interaction between art, architecture and the natural beauty of the Sydney Harbour, would offer to Biennale visitors a moment for pause and reflection. The aim of the studio was to cultivate in the students an 'educated design imagination' through the integration of multiple disciplines in order to approach the design in a holistic way. Accordingly, the disciplinary background of the four lecturers/tutors involved in this studio included Art, Architecture and Philosophical Aesthetics. The paper traces the vital role of these respective disciplines taught in the design studio and attempts to gauge to what extent the students will benefit from this multidisciplinary exposure. The term 'educated imagination' is borrowed from the Canadian scholar Northrop Frye's book The Educated Imagination, (1963)1, where he distinguishes the way the sciences and the arts construct imagination from opposite ends. Frye suggests that science begins with the world as it is and from a rational and intellectual approach science turns to imagination. On the other hand, 'art begins with the world we construct, not with the world we see. It starts with the imagination, and then works towards ordinary experience'.

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http://hdl.handle.net/10453/17631