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Petra Jasurkova and Jaroslav Vancat

Modernist deconstruction of classical Renaissance view has created conditions for the image to be understood as a multi-relational structure, constructed on the basis of mutual relations of image elements (Klee), all of which were only created visual objects (Cézanne). Modern art styles from Cubism to Abstract Painting can thus be regarded as a systematic research of creative content the possibilities of visual display as picture elements and their relationships to the spatio-temporal expression of ideas (Cubism), movement (Futurism) , construction (Constructivism and De Stijl) in harmony (Kupka, Delaunay) and psychological effects (from the Fauvism to Expressionism), etc. By applying the same method of creating relationships, this time between image objects (figures), Duchamp's trance object from its original environment and putting it into new contexts (ready-made), which continued to be systematically developed by the Surrealists. We do understand both levels as structurally linked and built on the principle of mutual relations of elements and objects. This has allowed us to develop pedagogical methodology and understand the content of the image based as operated by the students with visual objects and visual elements. The methodology, based on the examination of variations of these sessions is technically easily accessible with the application of vector image digital editors. It helps to understand visual concepts for ‘in-time’ media such as film and video and is a rational approach to support the development of creativity.

Hannah You

Reggio Emilia is an educational philosophy that encourages teachers, students and their parents to collaborate and actively engage with the environment. This study investigates how the Reggio Emilia design approach was translated architecturally for a kindergarten in an Australian context, and provides insights into the operation of this Reggio kindergarten and the impact that it is now having on the occupants. It evaluates the original architectural design intent of the Reggio Emilia early childhood learning environment against its spatial provision. The relationship that the Reggio Emilia approach facilitates between students and the environment, and the contribution of this approach to their learning, are also explored. Several key themes emerging from the Reggio values were identified in the literature. These were then used to inform an exploration of the kindergarten spaces and places. Architects and kindergarten teachers were interviewed with their experiences constituting the primary data of this study. Using a Grounded Theory methodology, systematic data coding and analysis were then conducted. Themes and concepts that emerged from this process include: differing interpretations of the Reggio Emilia philosophy; motivations for neglect of traditional external structures and play equipment; the impact of education for sustainability; and the positive effects that Reggio Emilia is having on the rest of the institution’s development.