Automated system test schedule

Abstract

Ever since the moving image technologies were formed, cinematic inspiration has been common in many fields of cultural practice triggering a profound change to be established in our visual literacy as part of what we need to learn in the 21st century. Given that the 20th century was the century of the moving image, our contemporary life has been completely formed by the impact of film on our ways of thinking, moving around and seeing things. It has ignited a surge of the knowledge acquired through film and requires to re-formulate sets of inquiries to configure new educational methods for understanding, thinking and designing space. In this presentation, I will provide a theoretical insight into pedagogical and epistemological dialogues in teaching architecture as a means towards cinematic design, by analysing the research-based teaching from the 1980s onwards. Establishing these dialogues is a bipolar way of providing a new knowledge: towards the epistemological pole, it deals with “what” in the examination of various contents of knowledge production and transfer in architecture; towards the pedagogical pole, it deals with the “how” of extending means and methods of teaching. As the main focus of my research, I will take a series of architectural programmes and workshops from the European universities and across the United States that perform cinematic design experiments, in the range from modernist discovery of spaces through movement towards the framework of our primarily media-saturated urban conditions of the 21st century. By interpreting the key aspects of their epistemologies for teaching foundations, the aim of this presentation is two-fold: to discuss the possibility of introducing cinematic design in teaching architecture; and to contribute to grasping cinematic design in relation to a designer’s response to complex architectural and urban phenomena governed by rules of unpredictability, indeterminacy and temporality.