Advertisement

Systems of Representation. A Space for Constructing Knowledge

  • Leandro MadrazoEmail author
Conference paper

Abstract

Systems of Representation (in Spanish, SDR—Sistemas de Representación) is an open learning space that fosters the creation of links between different subjects: art and architecture, graphic design and visual communication, visual studies and representation. In this space, learning is the result of building relations between the different subject-matters in multiple ways. Teachers become designers and facilitators of the learning processes which students develop according to their own skills and interests. These learning processes exemplify a design thinking by which knowledge is acquired without adhering to established methods. Teachers and students contribute to creating the learning resources through the web-based learning environment SDR: NET. The adopted blended-learning model integrates the activities that are carried out in the classroom and in the web environment.

Notes

Acknowledgements

In the courses taught since the academic year 2007/2008, Mario Hernández, Ángel Martin and Albert Vallverdú, architects, and Marta Sabat, a graduate in fine arts, have collaborated in the design of the learning activities and the orientation of the groups of students. We would also like to acknowledge the contribution of those students who with their motivation, dedication and effort have made this course a space for the construction of knowledge. Finally, the author would like to thank Lisa Kinnear, who did a final proof-reading the text.

References

  1. Boucharenc, Christian Gilles. 2008. Research on basic design education: An international survey. International Journal of Technology and Design Education 16: 1–30.Google Scholar
  2. Cross, Nigel. 2007. Designerly ways of knowing. Basilea: Birkhäuser.Google Scholar
  3. Itten, Johannes. [1964] 1967. Design and form. The basic course at the bauhaus. Londres: Thames and Hudson.Google Scholar
  4. Jonassen, David H. 1994. Thinking technology. Toward a constructivist design model. Educational Technology 34 (4): 34–37.Google Scholar
  5. Khan-Magomedov, S. 1990. VHUTEMAS. Moscou 1920–30, vol. 1, 2. París: Éditions du Regard.Google Scholar
  6. Madrazo, Leandro. 2000. Sistemas de Representación: Texto, Figura, Objeto, Imagen, Espacio y Luz. In Actas del VIII Congreso de Expresión Gráfica Arquitectónica, Barcelona: Universitat Politècnica de Catalunya.Google Scholar
  7. Madrazo, Leandro, Mario Hernández, Guzmán De Yarza Blache, and Artur Rozestraten. 2014. CITINET: Learning to perceive the network city in collaboration. In Actas de la 7th international conference of education, research and innovation, ICERI, Sevilla.Google Scholar
  8. Mirzoeff, Nicholas. 2003. Una introducción a la cultura visual. Barcelona: Paidós.Google Scholar
  9. Punie, Yves. 2007. Learning Spaces: an ICT enabled model of future learning in the Knowledge-based Society. European Journal of Education 42 (2): 185–199.Google Scholar
  10. Sausmarez, Maurice de [1964] 1995. Diseño básico. Dinámica de la forma visual en las artes plásticas. Barcelona: Gustavo Gili.Google Scholar
  11. Thompson Klein, Julie. 1990. Interdisciplinarity. History, theory and practice. Detroit: Wayne State University Press.Google Scholar
  12. Wallschlaeger, Charles, and Cynthia Busic-Snyder. 1992. Basic visual concepts and principles. Boston: McGraw Hill.Google Scholar
  13. Wick, Rainer. 2000. La pedagogía de la Bauhaus. Madrid: Alianza Editorial.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.School of Architecture La SalleRamon Llull UniversityBarcelonaSpain

Personalised recommendations