Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Don’t Belabour!: Performing Bodies in the Design Studio
S. Chodoriwsky
9:00 am - 10:30 am

Abstract

This paper examines the role and relevance of performance practice in rehabilitating the studio setting as a collective social form. It aims to chart the complex motivations, logistics, and desires of doing collaborative, performance-centered experimentation in the context of design education. I employ as case studies three courses (‘Campus in Pieces’ (Buffalo, 2017), ‘Stagelessness’ (Utah, 2020), and an upcoming fall class) where students and I embark on the quasi-public production of an all-class “play” as our full-scale design project, with the schools’ central atriums as rehearsal stage, amplifying backdrop, and institutional heart. Building on my extended research on the social and performative gestures of the contemporary university campus, these pedagogical techniques both galvanize “amateur” participants’ embodied expertise with their immediate surroundings, and call into question the “proper” and often bureaucratic deployment of existing academic architectures for temporary transgression. With the suspension of typical deliverables and with the will to camaraderie over competition, I advocate here for the urgency—even delight—of building muscles of improvisation in the heart of a design student, where hesitation and rumination are waived temporarily in favor of inhabiting spaces and raising voices in real-time. One may picture a fleet of designer-student-actors falling in or out of formation, reciting speeches while navigating furniture, or engaging guests—blithe, bemused, and confident—altogether owning and operating the shared vehicle of their stage. How might the activities of bodies like this, in their loose allegiances, jostle the disciplinary bodies of the performing professional designer? How might different spatial assemblies of study in the academy move us even a muscle away from the status quo?

Biography

Steven Chodoriwsky is a designer, artist and educator. He is Assistant Professor in Multi-Disciplinary Design at the University of Utah. His research-centered practice engages performance and interdisciplinary platforms, pedagogical models, and speculative acts of reading and writing in the built environment. His projects employ a diverse range of media including installations, workshops, bookworks and theatre pieces. He was educated in architecture at University of Waterloo and Tokyo Institute of Technology, with prior teaching posts at Cal Poly Pomona, Cornell and University at Buffalo.