The Reconfiguring Territories was week-long experiments on coexistence that allowed the participants to experiment with a variety of urban study, modeling, storytelling, caretaking and nursing practices together with a multidisciplinary set of participants.
The spring schools was based on intensive coexistence. Participants and organizers lived together for a week in Narva Art Residency, a historicist villa which was originally built for the director of Kreenholm Textile Manufacture. In Spring School, everyday routines intertwine the multidisciplinary participants of the Spring School to look critically at both the city of Narva and their own fields and prejudices.
The (Re)configuring Territories research program theme in Narva, Estonia was Speculative Educational Institutions and Cities of the Near Future. Participants tried, together with mentors and resident artists, to reimagine the future and develop skills and strategies to bring our imaginings to life. The program explored the politics of collective imagination in the midst of the socio-political and technological upheavals we currently face. How do the changing perceptions of territorial relationships, the experiences of belonging to a place, the multiple spatial layers of history, and their connection to human and non-human agencies shape the ability to imagine the future? What are the possible roles and structures of educational institutions in developing the necessary skills and knowledge of political imagination?
The questions the Spring School participants were faced with, among others, were: How do journalists circumvent restrictions on press freedom? How do architects work in areas with shrinking populations? How to collaborate with plants? These issues were addressed during Spring School on the Estonian-Russian border, in the city of Narva, at the Narva Art Residency. The Spring School was part of the (Re)configuring Territories research program, where young architects, designers, artists, and journalists develop a political imagination in the midst of social, ecological, and technological change.
This open event invited locals, as well as everyone interested in the future of multidisciplinary education to conclude this year’s Spring School together with the participants. The workshop groups shared their thoughts and experiences, present the workshop processes, conclusions, and discoveries reached from the intensive coexistence of participants, organizers, and mentors, as well as look critically at both the city of Narva and their own professional fields and prejudices.
The Modelling Urban Degrowth workshop led by METASITU, worked on a collective model to express notions of urban degrowth for which we -as of yet- lack words. The workshop participants presented their workshop process as a publication and presentation.
COLLECTIVE RESEARCH
2022, NARVA, ESTONIA
NARVA ART RESIDENCY
The Reconfiguring Territories was week-long experiments on coexistence that allowed the participants to experiment with a variety of urban study, modeling, storytelling, caretaking and nursing practices together with a multidisciplinary set of participants.
The spring schools was based on intensive coexistence. Participants and organizers lived together for a week in Narva Art Residency, a historicist villa which was originally built for the director of Kreenholm Textile Manufacture. In Spring School, everyday routines intertwine the multidisciplinary participants of the Spring School to look critically at both the city of Narva and their own fields and prejudices.
The (Re)configuring Territories research program theme in Narva, Estonia was Speculative Educational Institutions and Cities of the Near Future. Participants tried, together with mentors and resident artists, to reimagine the future and develop skills and strategies to bring our imaginings to life. The program explored the politics of collective imagination in the midst of the socio-political and technological upheavals we currently face. How do the changing perceptions of territorial relationships, the experiences of belonging to a place, the multiple spatial layers of history, and their connection to human and non-human agencies shape the ability to imagine the future? What are the possible roles and structures of educational institutions in developing the necessary skills and knowledge of political imagination?
The questions the Spring School participants were faced with, among others, were: How do journalists circumvent restrictions on press freedom? How do architects work in areas with shrinking populations? How to collaborate with plants? These issues were addressed during Spring School on the Estonian-Russian border, in the city of Narva, at the Narva Art Residency. The Spring School was part of the (Re)configuring Territories research program, where young architects, designers, artists, and journalists develop a political imagination in the midst of social, ecological, and technological change.
This open event invited locals, as well as everyone interested in the future of multidisciplinary education to conclude this year’s Spring School together with the participants. The workshop groups shared their thoughts and experiences, present the workshop processes, conclusions, and discoveries reached from the intensive coexistence of participants, organizers, and mentors, as well as look critically at both the city of Narva and their own professional fields and prejudices.
The Modelling Urban Degrowth workshop led by METASITU, worked on a collective model to express notions of urban degrowth for which we -as of yet- lack words. The workshop participants presented their workshop process as a publication and presentation.
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