Architecture can be designed to increase or spark spatial creativity through engaging the memories of humans. Architecture has the power to elicit emotions by recalling memories within people’s minds. People interpret architecture in their own ways, and people can feel different emotions in a space based on their memories. Memories can be used to remember how to use a space. In contrast, the lack of memories in a certain space can elicit improvisation and/or creativity within that space.
Spatial creativity is an important mental skill for people. The lack of spatial creativity in any person means the lack of skills to remember their movement through space. A high level of spatial creativity means not only an awareness of movement through space, but also the skills and motivation to change how they navigate. Arguably, architecture can teach spatial creativity in several ways. Spatial creativity can occur in five different modes: change of locomotion, spatial redefinition of use, object manipulation, path alteration and adjustments in spatial perception. These five examples cover physical changes of space and mental changes of space. For my proposal, I will design a facility that not only promotes creative inquiry but also promotes better educational or job performance. This will involve creating an environment rich with stimulus, opportunities, and personal definition and a lack of uniformity, repetition and absolute definition.
Take a look at the Ørestad High School in Denmark (http://www.cphx.dk/index.php?id=29435#/29435/). I think it is constructed in response to new Danish educational reforms that have a lot to do with the framework you have laid out above. It would be interesting to see exactly what the reforms were that prompted the design of this building and then use them to inform your topic, which I expect will be a much more drastic reform than the Danish reforms were.
ReplyDeleteInteresting semi-related side note: there was an article in the NY Times about how people learn, finding that people retain more when exposed to different environments, rather than attempting to do everything in one place/setting (http://www.nytimes.com/2010/09/07/health/views/07mind.html?ref=health). Can you use architecture to help foster a better learning environment? Can people use memories of space to help remember things not necessarily related to the space they are in (like history or math)? Just something to think about.
ReplyDeleteThanks guys, I will definitely look into those things you have mentioned.
ReplyDeleteIn reference to the conclusions found in the New York Times article, I recently read in a book that orators in ancient times constructed architectural spaces to remember their speeches better. The more complicated the speech, the more complicated the architecture in their minds...and some of the buildings constructed in their minds were built in real life!