Due: Friday 02 September, 1:50pm
A learning apparatus may be physically coherent, but it is not self-contained. Otherwise there’d be no knowledge transferred from the space of play or interaction to other experiences.
Therefore, a learning apparatus is bigger than itself. It necessarily refers to spaces, conditions, behaviors, and meanings constituted beyond the object. Some of these are disciplinary (e.g. mathematics, literature, philosophy, physics, music, biology, etc..). Some of these are social: training a child for practical life in a family, to develop skills for friendship and relationships, to think and work independently, etc. Some of these are political, relating to a society’s hopes for the next generation.
From the objects you fabricated, this exercise asks you to draw out as much content as you can. Produce a drawing or series of drawings to catalog and explain: What are the elements of the object? How is it used? What kind of space does it require? How do the physical characteristics of these objects generate relations to content, conditions, behaviors, and spaces constituted beyond the limits of the object itself.
A drawing or series of drawings in one of the following formats:
30in x 30in
30in x 60in
60in x 30in
60in x 60in
Giorgio Agamben, What is an Apparatus?
Texts from Maria Montessori, Waldorf, Steiner, etc. are available on the drive.