Do public learning spaces have to look the way they do? What are the historical conditions of these spatial concepts? Do learning spaces change the knowledge imparted in them? And conversely, do forms of knowledge and teaching/learning also change learning spaces? How do bodies and space relate to each other in teaching/learning relationships? What alternatives are there to the white cube of public learning?
At the Institute for Art and Art Theory of the Faculty of Human Sciences in Cologne, students investigated user strategies for private and public spaces between 2005 and 2007. The sample of spaces analysed included living spaces, bus and car interiors, clubs, discotheques and learning support facilities, as well as schools and universities as learning spaces.
Based on their field research, the students developed their concept of learning and teaching in public, university spaces using a 1:10 model of a seminar room.
A publication was produced as part of the seminar: