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Triatno Yudo Harjoko1 SOAL KREATIVITAS Triatno Yudo Harjoko Seminar APTARI 10 Nopember 2011.

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Presentasi berjudul: "Triatno Yudo Harjoko1 SOAL KREATIVITAS Triatno Yudo Harjoko Seminar APTARI 10 Nopember 2011."— Transcript presentasi:

1 Triatno Yudo Harjoko1 SOAL KREATIVITAS Triatno Yudo Harjoko Seminar APTARI 10 Nopember 2011

2 Triatno Yudo Harjoko2 KREATIF Berasal dari Latin kata kerja creāre ( dari cre-), menghasilkan, menyebabkan tumbuh; istilah berawal dari desa, terkait dengan kata kerja crēscere, menumbuhkan, kemudian berakibat datang-hadir ; Creāre memiliki bentuk kata kerja pasif creātus, dari mana muncul kata ‘to create’; runutan dari creātiō, creātiōn-, menghasilkan kata creation; Creative adalah bentukan bahasa Inggris

3 Triatno Yudo Harjoko3 KREATIFITAS Keadaan, kualitas, kemampuan menjadi kreatif: aspek proses, produk, orang, dan tempat – Proses – serangkaian tindak untuk mencipta (kebebasan, berpikir kritikal, tantangan) – Produk – hasil ( outcomes ) dari proses yang selalu berbeda, baru – Orang – aktor yang melakukan proses mencipta (aktifitas kerja fisik & psikis) – berimplikasi pada aspek psikologis (persepsi & kognisi) dan epistemologis (logika, ketetakan) – Tempat – lingkungan (termasuk kehadiran orang lain, kerjasama dll) atau ruang di mana aktor merasa tertantang atau ‘nyaman’ untuk menghasilkan gagasan baru;

4 Triatno Yudo Harjoko4 MENGAPA KREATIF? INI KAH?

5 Triatno Yudo Harjoko5 LESSON LEARNED: DUA KASUS EKSTRIM [ yg ada ] 1.Shefield Schools of Architecture 2.NUS

6 Triatno Yudo Harjoko6

7 7.... abandon mono-vocationalism After the collapse of the construction bubble, architecture must prepare their graduate to apply design thinking and architectural intelligence in sectors beyond just the property/construction sector [global economic crisis]... promote informed generalism Invite as much knowledge as possible from other disciplines, such as economics, engineering, agriculture, politics, activism, geography, psychology, sociology, computing... Architecture is an amalgam of all these things.

8 Triatno Yudo Harjoko8.... encourage students who want to openly debate what is happening Escapism is amoral at best, immoral at worst... realise that the game has changed Graduate must now leave with more than just a portfolio of beautifully drawn imaginary buildings, designed to take to interviews at Architecture firms

9 Triatno Yudo Harjoko9.... change the measures of success No more prizes for drawing trout farms on mars.... take responsibility. Architecture is not art. Art is art. Design affects more than cultural discourse, and is more than social ‘engagement’. Architecture is always connected to social justice.

10 Triatno Yudo Harjoko teach an expanded view of architecture and design “No longer associated only with objects and appearances, design is increasingly understood as the human ability to plan and produce desired outcomes.” – Bruce Mau... let each student shape their own education The purpose of education is to find the work that fascinates and fulfills you, and help you turn it into your life’s work. Schools ought to enable, respond and even structure its curriculum around student initiatives, and provide on-request tutorials on learning skills such as coding or business planning.

11 Triatno Yudo Harjoko no longer assume their graduates will be employees. From now on, the successful schools will be those whose graduates are just likely to use their thesis projects to start an enterprise/ initiative as they are to use it to seek employment from an existing company. Schools must help them prepare for this.... act as incubators for designers, architects and ideas they produce. Supporting people and projects after the have graduated.

12 Triatno Yudo Harjoko become fablabs [ small scale workstation offering (personal) digital fabrication ] and drop-in institutions. Provide intellectual forums and workshop facilities for would-be designers, inventors and activists who wish to attend the school for 7 minutes, 7 hours, 7 weeks or 7 months – not just those who wish to attend for 7 years.... open their students and the public to an understanding of architecture’s economics and politics. Not just its past and present practice.

13 Triatno Yudo Harjoko act as agents for positive change in their host cities. Why do those who live next door to architecture schools never set foot inside them?... see their role as producing not just each new generation of graduates but also each new generation of ideas.

14 Triatno Yudo Harjoko become open clubs (peer to peer social networks) for their students and alumni. A schools is not really a building; it is a nerwork of people. It should open doors for you and your ideas.... seek to provide access to role models of all genders, races and backgrounds. Architecture is still male, white and middle-class, both in education and in practice. It’s not your fault if you are one (or all) of those things, but imagine all the great designers you’re not meeting and working with because they’re not here. It shouldn’t be like that, and it doesn’t need to be.

15 Triatno Yudo Harjoko champion drop outs. …actively encourage and promote those students with the bravery to change their mind. A good architecture school should help students do ths, even if it’s bad for the bottom-line. Isn’t that the ultimate purpose of education?... nurture an open sense of purpose. “Architecture is peripheral to the most important social aims. I wish it was less peripheral. That’s why I’m an architect.” – Cedric Price ( formerly graffitied on wall in the Arts Tower )

16 Triatno Yudo Harjoko no longer see themselves as schools of architecture, but as ___________________ ?

17 Triatno Yudo Harjoko17 Creative Education? An Analysis of Existing Architecture Education in Singapore The author of this article is a final year architecture student in NUS who wishes to remain anonymous. WRITTEN BY The Kent Ridge Common On Oct 16, 2011The Kent Ridge Common

18 Triatno Yudo Harjoko18 1.The system is just too focused towards end-results; 2.The feeling among us students is that deadlines are just too tight.

19 Triatno Yudo Harjoko19 And we talk about breeding creative architecture in Singapore. Either one grows a nonchalant resilience to criticism of failures, or he learns to survive the system by “ giving what the tutors want ”.

20 Triatno Yudo Harjoko20 APA PROBLEM ‘KITA’? [???!]

21 Triatno Yudo Harjoko21 KREATIF & KREATIVITAS Kreatif – kata sifat yang merujuk pada penggunaan imajinasi atau ide orisinil untuk menghasilkan sesuatu Kreatifitas – adalah kondisi persitiwa yang memungkinkan berpikir dan bertindak kreatif; Pernyataan/proposisi sebagai produk logika yag kritikal dan dapat difalsifikasi Psikologisme – pola mental Epistemologis

22 Triatno Yudo Harjoko22 I am the left brain I am scientist. A mathematician I love the familiar. I categorize. I am accurate. Linear Analytical. Strategic. I am practical Always in control. A master of words and language. Realistic. I calculate equations and play with numbers. I am order. I am logic. I know exactly who I am. I am the right brain I am creativity. A free spirit. I am passion. Yearning. Sensuality. I am the sound of roaring laughter. I am taste. The feeling of sand beneath the bare feet. I am movement. Vivid colors. I am the urge to paint on an empty canvas. I am boundless imagination. Art. Poetry. I sense. I feel. I am everything I wanted to be.

23 Triatno Yudo Harjoko23 [ architecture ] DESIGN DESAIN SEBAGAI.. Metoda untuk ‘menyelesaikan’ tame problem ( sebagai lawan dari wicked problem ), e.g., dengan instrumen, parameter, standar tertentu... atau.... Metoda berpikir kritikal untuk memahami fakta (wicked problem )... dengan passion dan pantas akan diubah... menjadi yang baru –Memahami ide/konsep dengan sensualitas (kritikal terhadap ide metafisik yang kaku fixed ) –Integrasi pengetahuan melalui pergerakan pikiran secara bebas mengalir... –Kemampuan menetak (judge )... Berbasis apa yang seharusnya terjadi...

24 Triatno Yudo Harjoko24 PILIHAN PROGRAM Pilihan Ekonomis - ‘PASAR’: –Sekolah ‘tukang’, vokasional, serville –Designer dengan ‘standar’ umum, atau,.... Hanya fokus pada scholarship, atau,... Lulusan hibrida ‘tukang-scholar’, atau Menghasilkan lulusan yang berani menetak apa yang terbaik bagi dirinya; –Kombinasi - program yang luwes memberikan ‘kemerdekaan’ bagi pelajar untuk menyiapkan dirinya sendiri

25 Triatno Yudo Harjoko25 Pilihan ada di tangan anda MASING-MASING... Terima Kasih


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