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Abstract
In our own practices we constantly develop various concepts and methods and use them as tools to generate architecture. It’s a creative way, helping us to open up a responsive and resonant relationship to our work with architecture. We use concepts to activate senses, body and mind alternately in processes, searching for a vibrant and diverse architecture. As teachers we refer to Hartmut Rosa and his book Resonance. “Education in the sense of resonance theory, however, is aimed not at cultivating either the world or the self, but rather at cultivating relationships to the world. The goal is not refinement of the individualistic or atomistic self, nor disengaged mastery of the world, but rather opening up and establishing axes of resonance. Children are not vessels to be filled, but torches to be lit”. With the intension to form an education, with an experimental approach, we teach the students to experience architecture, showing them glimpses of the amazing world of architecture. To awake their curiosity and to connect knowledge with the student’s individual creativity, we try to make learning more of a treasure hunt, in which the students explore the subject architecture and at the same time forming their own creativity and opinions. With the intension to give the students a resonant relationship to the world and their own processes, we approach architecture with methods of performative learning. Exploring methods by using painting, building models, writing poetry, working with site specific objects, doing performances etc. to generate architectonic concepts intend to awake the students desire to explore the unknown.
