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The The Kic Kick-off p off project oject an engaging entry to a - - PowerPoint PPT Presentation

The The Kic Kick-off p off project oject an engaging entry to a transdisciplinary master education 45th SEFI Confrence, 18-21. September 2017, Azores, Portugal Ellen Kathrine Hansen Lise Busk Kofoed Aalborg University,


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The The ‘Kic ‘Kick-off p

  • ff project’
  • ject’

an engaging entry to a transdisciplinary master education

45th SEFI Confrence, 18-21. September 2017, Azores, Portugal Ellen Kathrine Hansen Lise Busk Kofoed Aalborg University, Copenhagen, Lighting Design Photos: Mette Hvass, Students of LiD7 2015/16, Ellen Kathrine Hansen

Oral presnetation, SEFI Conference, 18. September 2017, Ellen Kathrine Hansen

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Curriculum MSc Lighting Design

Lighting Design – a new interdisciplinary Master of science programme Combining architecture and design with media and lighting technology Students have different nationality and educational background when they enrolle for this two year programme

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The process model, The Lighting Design Experiment

The Ligh ightin ing D g Design ign Experim iment ( (LDE)

Step 1. ”IMAGINE AND ASK” (transfer) The imaginative research question Step 2. ”EXPLORE AND PROPOSE” (translate) Problem statement Hypothesis within each criteria Step 3. ”LINK AND CONSTRUCT” (transform) Knowledge is synthesized through design. Step 4. ”TEST AND EXPLAIN” (test) ”Construction” in terms of the hypotheses. Methods are related to the research areas Step 5. ”SHARE AND LEARN” (tell) Explicit knowledge is shared within the individual criteria and across these

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The process models, PBL and the LDE

Prob roblem em b based ed lea earn rning ( (PBL) Idea generation Problem analysis Problem solving Design, test Implementing solution The Ligh ightin ing D g Design ign Experim iment ( (LDE)

Step 1. ”IMAGINE AND ASK” (transfer) The imaginative research question Step 2. ”EXPLORE AND PROPOSE” (translate) Problem statement Hypothesis within each criteria Step 3. ”LINK AND CONSTRUCT” (transform) Knowledge is synthesized through design. Step 4. ”TEST AND EXPLAIN” (test) ”Construction” in terms of the hypotheses. Methods are related to the research areas Step 5. ”SHARE AND LEARN” (tell) Explicit knowledge is shared within the individual criteria and across these

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Problem Based Learning

All bachelor students starting at the Technical Faculty, AAU take a 5 ECTS in PBL New master students take a 1 ECTS in PLB After the first year in Lighting Design a small survey identified that the students were not comfortable with the process and PBL model

Idea generation Problem analysis Problem solving Design, test Implementing solution

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How to introduce the problem based learning and transdisciplinary design aspects of the Lighting Design program to give the students a common understanding

  • f and the ability to combine technical and

humanistic knowledge in an integrated creative design process

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Doing a real and meaningful project for all

  • 1. semester students

Integrating different Lighting Design knowledge areas in the project PBL and LDE integrated in project work LiD1 “Kick off project” September 1-17th 2015/2016 Groups of 4 students mixing academic background and nationality

A set up for playful, inspiring and effective PBL project work

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Historical, playful and artistic context – The Royal Cast Collection

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“How can light create new narratives in The Royal Cast Collection? ”

The Kick-off project – seeing the light

  • 1. I

Idea ea g gener nerat ation ion 01. 01.09-07 07.09 09 Prob

  • blem

lem a analy alysi sis, s, Fina nal p l prob

  • blem

lem s stat ateme ement nt Narr rrati ative ve

  • 2. P

Prob

  • blem

lem s solv lving ing 08. 8.09 09-14. 14.09 09 Desi sign, gn, e exper perim iment ents s Implem mplement enting ing s solu lutio tion 3.

  • 3. Te

Test and and sha share 13.09 3.09-16. 16.09 09 Oral al p prese esenta ntati tion

  • n

Repo port rt

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“Embrace the superior socia-economic status of their character around the idea of Nouveau Riche reflected in reflective shimmering golden effect”

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A woman is punching a man – Two characters in a POP-ART theme

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Venus sculpture with the western world’s definit telling about the beauty in human body no matter

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The addiction to smart phones…

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13 reports (56 students) from two years (2015/16) using the four parameters: 1.PBL structure, understanding of the process 2.Ability to analyse the context and formulate a narrative leading to the problem statement and the design where light is one element in a transdisciplinary design. 3.Ability to create and design a narrative through light integrating the amount of disciplines and methods needed for the design solution 4.The general quality of the student’s productions

Analyzing the kick-off project

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Case, Step 1: Analysis of the context and choice of narrative

Observations of the sculptures, the architecture and the light. Knowledge about the art history the user group Knowledge on the fact that gender and sexuality “The statue is not as masculine as other male statues… Provoke and highlight Apollos contradicting sexuality.” On that basis, the final problem statement was defined: “How can the contradicting personality of Apollo be highlighted through light”. Students LiD7, 2015: Claudia Trikilewicz, Iulian Drug, Katherine Schledermann, Zoltán Tasnádi Supervisor: Franziska Holmsted

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In order to answer the FPS several design experiments were

  • conducted. The positioning of the sculpture in relation to other

sculptures, the walls and window was defined. The lighting fixtures were tested.

Case, Step 2: Design experiments

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Case, Step 2: Design experiments

The students then started experimenting with the effect of the shadows through digital renderings using 3Ds Max, V-ray and Photogrammetry and by tests in the studio and the light lab at the university as well as tests at the Cast Collection.

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Step 3: Test and sharing knowledge. The students tested the findings from Step 2, at the collection, adjusted it and it is communicated in their project in report, Furthermore their narrative is presented through a 1:1 lighting set-up at the cast collection and through simulations.

Step 3: Test and sharing knowledge.

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The narr The narrative Final P al Problem S blem Statement ( tement (FSP) P) PBL PBL Disciplines ciplines A A woma woman is is punc punching a a man.

  • man. Two char

Two characters in in a a pop pop- art them art theme. How can a humoristic lighting installation make people more interested in the museum? max 44 Mort Mortality and loss and loss: a a woma woman is is goin going thro through the the thir third of

  • f the five

the five stag stages of

  • f loss

loss – the stag the stage of

  • f

barg bargaining as as she pray she prays a a nigh night in in a a chur church for her for her dyin dying son. son. Is it possible to use lighting to bring out the emotional stage of loss? Analyzing the history be-hind 5 medieval tomb sculptures. max 4 methods 3 fields Depi Depict 8 8 bust bust cast casts in in a a mann manner that that woul would embr embrace the supe the superior soci socio-economic s economic status o tus of their ir char character arou around the idea the idea of

  • f Nouv

Nouveau Rich Riche refl reflected in reflective, s lective, shimmering g mmering golden e den effect. ect. How do you create a narrative without words and by only using lights? max 6 methods 3 fields Brin Bringing life life to to the bust the busts and the spac and the space in in or

  • r-der

der to to supp support the ware the ware-house a house atmosphere i

  • sphere in a more

e comp compel-ling w ling way. With what kind of light settings can you alter the existing facial expressions of busts in a dramatic way? max 3 methods 3 fields Pres Present the stor the story abou about slav slavery that that has been has been in in Denm

  • Denmark. The stat

The statue is is used used as as a a canv canvas and tatt and tattoos are used are used to to pay atte pay attention to to this this situ situation. How can we tell a story though projected tattoos on one of the statues in the Royal Cast Collection at the West Indian Warehouse? max 4 methods 2 fields Provoking a voking and h highlighting A hlighting Apollos c llos contradicting tradicting sexu

  • sexuality. The stat

The statue is is not as not as masc masculine as as othe

  • ther

male male stat statues. How can the contradicting personality of Apollo be highlighted through light? max 6 methods 3 fields Brin Bring out the stor

  • ut the story with

within each each indi individual exhi exhibit in in a a grou group cons consisting of

  • f stat

statues in in a a row on row on one

  • ne

side side and a and a reli relief on

  • n the oppo

the opposite side side to to crea create interaction a eraction and a an overarching n rarching narrative, rative, Bring out the story within individual

  • exhibits. Combining those stories to create

interaction and an overarching narrative. Creating interactive space to involve the visitor. middle 5 methods 3 fields The stor The story of

  • f Laco

Lacoon and his sons and his sons – the way the the way the fath father face faces deat death – weather s ther stoically o ically or by creaming a aming and r revolting a

  • lting against t

inst the d damnation. nation. How can we, through the use of light, make the audience aware that the father in the sculpture might be screaming? max 4 methods 4 fields The H Hammurabi c murabi code: b e: bringing f nging forward t ward the o

  • riginal

ginal stor story to to show show the grea the great impo importance this this stat statue wher where a a Sun God is Sun God is tell telling the king the king what what to to writ write in in the the law. law. Imagine if we bring the feeling of the history behind the sculpture alive by adding light. max 4 methods 4 fields A A show showdown on

  • n the Venu

the Venus scul sculpture with with the west the western world’s d ld’s definition o inition of beauty a uty and c creating a ating a message sage abou about the huma the human body body a a beau beautiful no no matt matter size size or

  • r

skin skin colo

  • color. Nobo

Nobody shou should feel feel asha ashamed of

  • f thei

their body body How can we visualize other definitions of beauty to the sculpture? max 6 methods 3 fields Not clea Not clearly stat stated but reve but revealed duri during the proj the project: A sculpture’s e lpture’s expressions i ressions in its s specific h cific historical torical

  • context. M
  • text. Middle A

dle Age t to Renaissance. aissance. How can we create a specific narrative with the interplay of lights and shadows around the plaster cast copy of the Madonna Della Cintola? middle 5 methods 4 fields Stor Story of

  • f phys

physical slav slavery turn turned into into a a nowa nowadays form o m of mental s tal slavery. A

  • very. Addiction t

iction to smartphone a rtphone and soci social medi media usag usage and prob and problems of

  • f fals

false norm norms and and standard c ndard created b ated by the a addiction. iction. To design an installation which will let you think about how addicted we are to our mobile phones. max 4 methods 3 fields The stor The story of

  • f the natu

the natural prog progression of

  • f a

a girl girl beco becoming a a woma woman, then then a a moth mother, and then and then sett setting her chil her child free free in in the worl the world. middle 4 methods 3 fields

Analysis of the 13 kick-off projects and the four elements Narrative, Final PS, PBL structure, use of disciplines

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All projects were using PBL as structure and integrated part of their projects. PBL supported the integration of 3-4 different knowledge areas and 3-6 different methods. Managing time and delegating tasks was very satisfying for the students. The students had an engaging and playful entry to the education: ”Now we know everybody” ”We didn’t belive we could do so well and so much” ”We can see how important it is to have tried to work in an interdisciplinary way”

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All projects were using PBL as structure and integrated part of their projects. PBL supported the integration of 3-4 different knowledge areas and 3-6 different methods. Managing time and delegating tasks was very satisfying for the students. The students had an engaging and playful entry to the education: ”Now we know everybody” ”We didn’t belive we could do so well and so much” ”We can see how important it is to have tried to work in an interdisciplinary way” Thank you for letting us participate in the Cast Collection with Kick-off project; we all have been inspired from this exceptional place and we enjoyed a lot the idea of the project. I should say though…….