Interaction/cognition in design: The red bull station’s classroom case study
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , |
Tipo de documento: | Artigo de conferência |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1007/978-3-319-58697-7_41 http://hdl.handle.net/11449/169948 |
Resumo: | The present article aims at observing the possible interactions/cognitions of users, based on the activities and events that take place in the built spaces of a public building wherein educational, ludic, creative and experimental experiences occur. In this investigation, we will focus on the building that houses the Red Bull Station in São Paulo, Brazil, in particular the spatial arrangements of the Classroom, as they have been adapted to provide great flexibility for the artistic practices that are developed following the curatorial and projectual proposal. In the proposed study, the object of analysis are three situations that occur in the venue’s auditorium, which elicit and foster interactions and cognitions resulting from and rooted in a variety of content knowledge. The analysis of the aforementioned space is performed based on an understanding of the Classroom as a complex and fluid system, whereby the relations between the user and the built environment are alterable and articulated with the spatial configuration in which they occur. This condition foregrounds the great relevance of both the vision and the actual architectural design of the Classroom, as proposed by the Red Bull Station for the occupation/participation/experimentation of the user, whereby a crossover of educational, creative and cultural activities takes place. For this reason, the diversity of spatial arrangements provides a noteworthy experience, which stimulates and fosters open interactive engagements and encounters. The Red Bull Station’s proposal is articulated with a significant level of complexity, which allows for a constantly changing space, affording projectual flexibility to the project. Ultimately, this expands the possibilities for interaction and fosters a dynamic creative and cognitive process. As a result of the study, it can be observed that the Classroom’s projectual design provides much potential for interaction between the space and the user, and a high level of adaptability which enables a broad range of activities to be carried out. |
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Interaction/cognition in design: The red bull station’s classroom case studyClassroomCognitionDesignInteractionSpatial arrangementsSystemic complexityThe present article aims at observing the possible interactions/cognitions of users, based on the activities and events that take place in the built spaces of a public building wherein educational, ludic, creative and experimental experiences occur. In this investigation, we will focus on the building that houses the Red Bull Station in São Paulo, Brazil, in particular the spatial arrangements of the Classroom, as they have been adapted to provide great flexibility for the artistic practices that are developed following the curatorial and projectual proposal. In the proposed study, the object of analysis are three situations that occur in the venue’s auditorium, which elicit and foster interactions and cognitions resulting from and rooted in a variety of content knowledge. The analysis of the aforementioned space is performed based on an understanding of the Classroom as a complex and fluid system, whereby the relations between the user and the built environment are alterable and articulated with the spatial configuration in which they occur. This condition foregrounds the great relevance of both the vision and the actual architectural design of the Classroom, as proposed by the Red Bull Station for the occupation/participation/experimentation of the user, whereby a crossover of educational, creative and cultural activities takes place. For this reason, the diversity of spatial arrangements provides a noteworthy experience, which stimulates and fosters open interactive engagements and encounters. The Red Bull Station’s proposal is articulated with a significant level of complexity, which allows for a constantly changing space, affording projectual flexibility to the project. Ultimately, this expands the possibilities for interaction and fosters a dynamic creative and cognitive process. As a result of the study, it can be observed that the Classroom’s projectual design provides much potential for interaction between the space and the user, and a high level of adaptability which enables a broad range of activities to be carried out.Anhembi Morumbi UniversityUNESPUNESPAnhembi Morumbi UniversityUniversidade Estadual Paulista (Unesp)Trovo, PriscilaValli, AdrianaFerreira, NiviaCarvalho, Agda [UNESP]2018-12-11T16:48:22Z2018-12-11T16:48:22Z2017-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObject547-560http://dx.doi.org/10.1007/978-3-319-58697-7_41Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), v. 10291 LNCS, p. 547-560.1611-33490302-9743http://hdl.handle.net/11449/16994810.1007/978-3-319-58697-7_412-s2.0-85025149414Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)0,295info:eu-repo/semantics/openAccess2021-10-23T21:44:27Zoai:repositorio.unesp.br:11449/169948Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T23:01:25.568602Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Interaction/cognition in design: The red bull station’s classroom case study |
title |
Interaction/cognition in design: The red bull station’s classroom case study |
spellingShingle |
Interaction/cognition in design: The red bull station’s classroom case study Trovo, Priscila Classroom Cognition Design Interaction Spatial arrangements Systemic complexity |
title_short |
Interaction/cognition in design: The red bull station’s classroom case study |
title_full |
Interaction/cognition in design: The red bull station’s classroom case study |
title_fullStr |
Interaction/cognition in design: The red bull station’s classroom case study |
title_full_unstemmed |
Interaction/cognition in design: The red bull station’s classroom case study |
title_sort |
Interaction/cognition in design: The red bull station’s classroom case study |
author |
Trovo, Priscila |
author_facet |
Trovo, Priscila Valli, Adriana Ferreira, Nivia Carvalho, Agda [UNESP] |
author_role |
author |
author2 |
Valli, Adriana Ferreira, Nivia Carvalho, Agda [UNESP] |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Anhembi Morumbi University Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Trovo, Priscila Valli, Adriana Ferreira, Nivia Carvalho, Agda [UNESP] |
dc.subject.por.fl_str_mv |
Classroom Cognition Design Interaction Spatial arrangements Systemic complexity |
topic |
Classroom Cognition Design Interaction Spatial arrangements Systemic complexity |
description |
The present article aims at observing the possible interactions/cognitions of users, based on the activities and events that take place in the built spaces of a public building wherein educational, ludic, creative and experimental experiences occur. In this investigation, we will focus on the building that houses the Red Bull Station in São Paulo, Brazil, in particular the spatial arrangements of the Classroom, as they have been adapted to provide great flexibility for the artistic practices that are developed following the curatorial and projectual proposal. In the proposed study, the object of analysis are three situations that occur in the venue’s auditorium, which elicit and foster interactions and cognitions resulting from and rooted in a variety of content knowledge. The analysis of the aforementioned space is performed based on an understanding of the Classroom as a complex and fluid system, whereby the relations between the user and the built environment are alterable and articulated with the spatial configuration in which they occur. This condition foregrounds the great relevance of both the vision and the actual architectural design of the Classroom, as proposed by the Red Bull Station for the occupation/participation/experimentation of the user, whereby a crossover of educational, creative and cultural activities takes place. For this reason, the diversity of spatial arrangements provides a noteworthy experience, which stimulates and fosters open interactive engagements and encounters. The Red Bull Station’s proposal is articulated with a significant level of complexity, which allows for a constantly changing space, affording projectual flexibility to the project. Ultimately, this expands the possibilities for interaction and fosters a dynamic creative and cognitive process. As a result of the study, it can be observed that the Classroom’s projectual design provides much potential for interaction between the space and the user, and a high level of adaptability which enables a broad range of activities to be carried out. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01 2018-12-11T16:48:22Z 2018-12-11T16:48:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/conferenceObject |
format |
conferenceObject |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1007/978-3-319-58697-7_41 Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), v. 10291 LNCS, p. 547-560. 1611-3349 0302-9743 http://hdl.handle.net/11449/169948 10.1007/978-3-319-58697-7_41 2-s2.0-85025149414 |
url |
http://dx.doi.org/10.1007/978-3-319-58697-7_41 http://hdl.handle.net/11449/169948 |
identifier_str_mv |
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), v. 10291 LNCS, p. 547-560. 1611-3349 0302-9743 10.1007/978-3-319-58697-7_41 2-s2.0-85025149414 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 0,295 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
547-560 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129483003133952 |