| 1. |
- Berríos-Negrón, Luis
(författare)
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Greenhouse Superstructures as Social Pedestals : displaying site-specific non-locality as a possible form of resilience
- 2015
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Ingår i: Architecture and Resilience on the Human Scale. - Sheffield, UK : University of Sheffield. ; , s. 70-71
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper I will propose that greenhouse superstructures are not just the surface envelop of an industrial typology: they are more so a spatial archetype. As such, they are historiographical boundary objects that at times display the spatiotemporal dimensions and geopolitical flows of environmental form in accelerated climate change. This abovementioned hypothesis is reflected through the manifold of “resilience” as defined by Prof. Lawrence Vale - of resilience being “a window into conflicting human values”. The aim of this effort is to ultimately centre the manifold notion of “greenhouse” as an index that points away from itself towards the impact of anthropological and technocratic ideologies on agricultural and spatial production. It is these binary ideologies that arguably create what we sense to be a crisis of scale, now further articulated as the hyperobject of climate change as a disjuncture that we nostalgically entertain as a chasm between the human condition and the living environment. Parsed by augmenting the notion of 'greenhouse superstructure' – as technology, gas, and effect – the hypothesis looks to articulate the greenhouse as a 'site-specific non-local' sensation on the expanding sculptural field. What this expanding sculptural netherworld implies needs to be rigorously addressed for it may very well become what tautologically heightens the greenhouse to the providence of becoming our future atmosphere and landscape. To elaborate this potentiality, I will first present the schematics and precedents of the dissertation, including four installations of my authorship in Germany, Brazil, and Sweden. These sections then lead to an argument instantiated by thinking of the greenhouse as 'social pedestal'. The objective is therefore to embody the notion of non-local site-specific resilience as modes of pedagogy and production that aspire to destabilise the anthropological machine, as resilient modes not limited to historic, scientific, artistic, correlational, nor speculative conventions.
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| 2. |
- Insulander, Eva, 1972-, et al.
(författare)
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Sites for learning and knowledge representations : the Middle Ages
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 111-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, the focus is on knowledge representations in different sites of learning. We will give some examples of formal, semi-formal, and non-formal institutional framings, as well as of choices of representational resources—both in terms of designs for learning and play, and designs in learning. The knowledge area is the Middle Ages, a period which reappears in books, music, films, and games in late-modern contexts. This chapter is thereby also an example of learning outside and inside schools, and of how different institutional logics and choices of material resources affect which type of knowledge that is valued, and what is seen as signs of learning.
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| 3. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Designs in learning and rhizomatic webs
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 23-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter introduces the notion of designs in learning, which focuses on aspects regarding how learners (either individually or collectively) negotiate, make choices, and design their learning and representation of a phenomenon and of a knowledge area. Designs in learning can thus be seen as a way to approach issues regarding learners’ agency and performativity in learning contexts of various kinds. The chapter further contextualizes this aspect of learning by introducing the idea of rhizomatic webs as a metaphor for learning. A condition for being able to grasp learning as a performative act and the rhizomatic character of meaning-making is an openness in terms of what is recognized as valid representations of knowledge. We argue for the importance of recognizing a multitude of meaningful expressions in learning, introduced here as a capacity to embrace multimodal knowledge representations. The ideas presented in the chapter are exemplified with some glimpses of a collaborative process of filmmaking in a school context. In order to show how meaning-making evolves in the work to make representations in film, the chapter also introduces the notions of epistemological commitments of modes, transformation, and transduction.
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| 4. |
- Matusiak, Barbara, et al.
(författare)
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PERCIFAL method in use : Visual evaluation of three spaces
- 2011
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Ingår i: AIC 2011, Interaction of Colour & Light in the Arts and Sciences, Midterm Meeting of the International Colour Association, Zurich, Switzerland, 7–10 June 2011: Conference Proceedings, CD. - Zurich : pro/colore, 2011. ; , s. 568-571
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Konferensbidrag (refereegranskat)
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| 5. |
- Arnkil, Harald, et al.
(författare)
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PERCIFAL: Visual analysis of space, light and colour
- 2011
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Ingår i: AIC 2011, Interaction of Colour & Light in the Arts and Sciences, Midterm Meeting of the International Colour Association, Zurich, Switzerland, 7–10 June 2011: Conference Proceedings, CD. - Zurich : pro/colore, 2011. ; , s. 229-232
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Konferensbidrag (refereegranskat)abstract
- This paper addresses the need for better and more accurate methods of recording and analyzing the visual experience of architectural space. PERCIFAL (Perceptive Spatial Analysis of Colour and Light) is an ongoing project that aims at developing a method of analysis that can capture coherent spatial experiences of colour and light. The starting point for PERCIFAL is a method of visual evaluation of space and light, developed by Professor Anders Liljefors at the former department of architectural lighting at KTH Architecture. PERCIFAL is based on direct visual observations and the recording of these observations by verbal-semantic descriptions using a questionnaire. It has been developed primarily as an educational tool, but we see in it potential for a design tool for professionals as well as for an analytical method for research. The first test results, conducted in Sweden, Norway and Finland, show that the method has significant pedagogical merits and that it allows interesting comparisons between physical measurements and visual experiences of space, light and colour.
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| 6. |
- Berríos-Negrón, Luis
(författare)
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Manners, Parameters and the Gay Sciences : Realities from the Paramannerist Treatise
- 2013
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Ingår i: Space Matters. - Vienna : Ambra Verlag. - 9783990435632 - 9783990435762 ; , s. 120-137
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this paper I aim to remind a brief projection about the inseparable difference between mental and physical space. This projection intends to thicken the aesthetics of sustainability by rejecting social Darwinism as the normalization of chaos and the irrational by way of evolutionary teleology and technocratic domination. To do so, I describe a mannerist recurrence in cultural production and how I hope it may inform a revitalized movement beyond an age of mass industrialization, beyond claims of Parametricism. I argue that this move can be activated by revising Charles Peirce’s Infinite Community of Inquiry, and Gerald Raunig’s notion of Abstract Machines, as vehicles for anthropocentric cybernetics and contemporary ecology. This is not about metaphorical relations between the visual arts and the hard sciences, but to set forth a topological heuristic, an ongoing inquiry to further categorize aspects between the human and non-human worlds, reflecting through Nietzsche's idea of 'gay science.'
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| 7. |
- Insulander, Eva, et al.
(författare)
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Designing the Middle Ages : Knowledge emphasis and designs for learning in the history classroom
- 2016
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Ingår i: Historical Encounters. - Newcastle, Australia : Faculty of Education and Arts, University of Newcasle. - 2203-7543. ; 3:1, s. 31-42
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
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| 8. |
- Fridell Anter, Karin, 1950-, et al.
(författare)
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Successive approximation in full scale rooms. : Colour and light research starting from design experience.
- 2011
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Ingår i: AIC 2011, Interaction of Colour & Light in the Arts and Sciences, Midterm Meeting of the International Colour Association, Zurich, Switzerland, 7–10 June 2011: Conference Proceedings, CD. - Zurich : pro/colore, 2011.
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Konferensbidrag (refereegranskat)abstract
- OPTIMA is a pilot study attempting to simultaneously involve all visual aspects of the room, with an analysis starting from the totality instead of dividing it into different parameters. Its primary aim is to develop and test methods for this, combining a scientific approach and experience based practices of art and design
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| 9. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Multimodal representations of gender in young children's popular culture
- 2016
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Ingår i: MedieKultur. - : Det Kgl. Bibliotek/Royal Danish Library. - 0900-9671 .- 1901-9726. ; 32:61, s. 6-25
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Tidskriftsartikel (refereegranskat)abstract
- This article poses questions regarding learning and representation in relation to young children’s popular culture. Focusing on gender, the article builds on multimodal, social semiotic analyses of two different media texts related to a specific brand and shows how gender and gender differences are represented multimodally in separate media contexts and in the interplay between different media. The results show that most of the semiotic resources employed in the different texts contribute in congruent ways to the representation of girls as either different from or inferior to boys. At the same time, however, excerpts from an encounter with a young girl who engages with characters from the brand in her role play are used as an example of how children actively make meaning and find strategies that subvert the repressive ideologies manifested in their everyday popular culture.
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| 10. |
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