Lehrende und MitarbeiterInnen

Mateus-Berr, Ruth Univ.-Prof. Dr. phil. Mag. art.

Performance & Science.Maths goes design-Post it!/Angewandte/J.Kepler Uni/TU Wien
Interdisziplinäre / projektorientierte Lehrtätigkeit
Kunstpädagogik, Erziehungswissenschaften, Schauspiel, Fachdidaktik, Bildende Kunst
Die Ergebnisse eines transdisziplinären Projektes (Mathematik, Design, Kunst- Universität für angewandte Kunst, Technische Universität Wien, Universität Wien) werden im Rahmen der Bridges Konferenz 2010 in Pecs (HU) von Studierenden der Universität für angewandte Kunst und Technischer Universität Wien performativ dargestellt. Die Lehre befaßt sich mit der performativen Aufbereitung eines wissenschaftlichen Ergebnisses. Projektzusammenarbeit mit Prof. Jonathan Farley (Johannes Kepler Universität Linz), Sebastian Prandtl (Tanzatelier Wien). Es gab 3 öffentliche Performances in Wien maths goes design - Post It! Ruth Mateus-Berr, Thoughts and statements developed during and after the project „Design goes Maths“ Text: Konrad Cernohous, Dominik Gross, Peter Hausegger, Walter Lunzer, Ruth Mateus-Berr. Grafikdesign: Walter Lunzer Department of Art & Design Education University of applied arts in Vienna Oskar Kokoschkaplatz 2 1010 Vienna, Austria E-mail: ruth.mateus-berr@uni-ak.ac.at Abstract “maths goes design, design goes maths“ has been an interdisciplinary project between the University of Applied Arts, the faculty of Art and Design Education and the Vienna University of Technology, the faculty of Mathematics and Geoinformation as well as math.space/ MQ. The whole project was accompanying researched by the faculty of Philosophy and Education (University of Vienna) [1]. The main questions were: How and what could those two disciplines, maths and design, learn from each other? Therefore students AND teachers had to develop various ways of communication and learn a new language. The technique, used for the whole project is called Design Thinking. This is a method of Design Research, and works with tools like: iterative questioning, thinking-out-loud, asking silly questions, reflection, empathy, lateral thinking, unpacking tasks, identifying values, making thinking explicit, innovation and risk, modelling possible futures, playful atmosphere, etc. in a set of teamwork and collaboration [2]. We have learned from this project that dialogues through Design Thinking methods might develop a new approach to maths education. The result of the project will unfold throughout the method of our presentation: art performance with Post-its [3]. Our aim is to create and provoke a space for reflection through questions and statements about mathematics. Writing, talking, discussing and postulating is expected in a determined chaos. With simple instructions how to act (Algorithm, Equation), the results are put into the initial values of the equation (Iteration) and develop a chaos due to the determined initial conditions. A very important part are the bifurcations, situations, where decisions have to be made. These situations might end with an overshoot-and-collapse or order through bifurcation. In this situation systems break locally through the structure of the system and temporarily through the periodical dynamic of the decision itself [4]. This mathematical metaphor reassembles decision making in mind-mappings and design processes.
Ruth Mateus-Berr, Jonathan Farley, Walter Lunzer, Konrad Cernohous, Dominik Gross
Bridges Konferenz 2010 Pecs
Datum, Zeit und Ort
2009-10-01 – 2010-07-28