Organised into random groups, students have, from the very first moment they land, to prepare to work with people they do not know. “Th groups comprise different characters, which complement each other and fit in very well”, says Professor Francisco Bastos. After conceptualisation and strategy definition, a project must be developed, necessarily to be communicated. Throughout the week, the project is subjected to critical comments from colleagues. Such development of critical thinking and pro-activity is one of the key outcomes of the workshop. “Maturity of thought, attitude, the way they relate to each other and express their ideas” are some of the differences evidenced by the three teachers regarding the students participating in the workshop, but the list is extensive.
P — 31
And how do students react when told that London squares will be the next syllabus and that homework will be done from there? “They definitely love it. They know the added value that comes from it, because these experiences open them to the world”, Professor Daniela Arnaut explains. “It is necessary to point out that when we set on an adventure like this we run the risk of failure,” says professor Francisco Bastos. A risk assumed by the teachers and mentors of the project, and simultaneously the engine for the ideas that stimulate and motivate students. Professor Teresa Heitor takes on this idea to emphasise that the success of these new methodologies depends a lot on “this capacity for teachers’ involvement, and the need to question many of the strategies used in their routine.” And because these three teachers could not be more involved, “the project is set to continue and evolve,” says professor Francisco Bastos. In addition, in April, a new group of students will head to Liverpool for another week of flash learning. And if there are still any doubts about the excellent synchronism between the name and the concept of this methodology, Professor Daniela Arnaut clarifies: “It is a punctual, intense and fast event, that produces results and partying, and then it ends and everything returns to normal, which does not mean that everything stays the same.” •
VALORES PRÓPRIOS 22— 2018
DR
EN The challenge was to reflect on the city of London and its architectural spaces, looking around and learning how to read the city, and then create based on the perceived impressions. “The students are taken away from their daily life, the world stops and there is an opportunity to reflect on a set of concepts”, shares Professor Daniela Arnaut, with a sparkle in her eyes that shows her the fascination for this project. “The methodology of this workshop is centred on this idea of learning how to think, how to react”, adds Professor Francisco Bastos. Professor Teresa Heitor goes further and stresses that at the genesis of this initiative lays the “foundations for the work of any architect, who always starts from a reflection on the context whereupon he is performing”.
“Os alunos são tirados do diaa-dia, o mundo pára, e há uma oportunidade de reflexão sobre um conjunto de conceitos” ~ “The students are taken away from their daily life, the world stops and there is an opportunity to reflect on a set of concepts”