Rhode Island School of Design is a fine arts and design college located in Providence, in the U.S. state of Rhode Island. It has been ranked among the world's best art and design universities and usually alternates or ties with Yale University as the top art school in the country.Founded in 1877, it is located at the base of College Hill; the RISD campus is contiguous with the Brown University campus. The two institutions share social, academic, and community resources and offer joint courses. Applicants to RISD are required to complete RISD's famous two-drawing "hometest", one of which involves the trademark RISD bicycle drawing. It includes about 350 faculty and curators, and 400 staff members. About 1,880 undergraduates and 370 graduate students enroll from all over the United States and 50 other countries. It offers 16 undergraduate majors and 17 graduate majors. RISD is a member of the Association of Independent Colleges of Art and Design , a consortium of thirty-six leading art schools in the United States. It also maintains over 80,000 works of art in the RISD Museum. Wikipedia.
Lauermann J.,Rhode Island School of Design
Urban Studies | Year: 2016
However it may be defined, urban ‘development’ typically implies the production of durable legacies. Yet these legacies are often planned through contingent, temporary projects. The role of temporary projects in implementing urban development is often interpreted in linear fashion: projects are viewed as isolated events which incrementally work toward already-existing development agendas. I argue instead that temporary projects play a recursive role in development planning: interpreted as a series of interlinked projects, they not only support but also redefine agendas for durable development. I focus on one type of temporary project: (failed) bids to host the Olympics, which I assess through a comparative 20-year sample of bids and through case studies of failed bids in Doha (Qatar) and New York (USA). I show that event-led development planning leverages project contingency and policy failure to construct long-term development agendas, as cities bid multiple times and recycle plans across projects. The paper contributes to debates over the long-term impacts of speculation and experimentation in urban governance, by assessing the role of contingency in urban politics. Temporariness is an asset in urban politics which can be used to mitigate risk in speculative development planning: since Olympic bids often fail to secure hosting rights, references to the possibility of failure can insulate project planners from critique. © 2015, © Urban Studies Journal Limited 2015. Source
Saito Y.,Rhode Island School of Design
Environmental Values | Year: 2010
After half a century, environmental aesthetics successfully expanded the scope of modern art-centred Western aesthetic discourse. I argue that further expansion is in order. First, we should explore the aesthetics of the constituents of the environment, namely artefacts, human activities and social relationships, which determine the quality of life and the state of the world. Second, we need to cultivate aesthetic literacy as well as a normative discourse to steer our aesthetic practice toward a better world-making. Finally, environmental aesthetics needs to be globalised to include rich aesthetic traditions of nature and environment from diverse cultures. © 2010 The White Horse Press. Source
Saito Y.,Rhode Island School of Design
Environment and Planning D: Society and Space | Year: 2011
The sky and celestial phenomena surround us everywhere, all the time. However, they have not received due attention in philosophical discourses dealing with the environment, or in our daily experience. I explore some examples of recent art projects that facilitate our aesthetic experience of the sky and celestial events. These art pieces are analyzed in terms of the different ways in which they embody the notion of 'emptiness', a Buddhist term for reality that is written with the Chinese character for sky. © 2011 Pion Ltd and its Licensors. Source
Campbell B.D.,Rhode Island School of Design
IEEE Computer Graphics and Applications | Year: 2016
The Virtual Reality Design for Science course explores the visual and human-computer interaction design process for scientific applications in immersive virtual reality. The fall 2015 version of the class, which has run on occasion for 14 years, was cross-listed at Brown University and the Rhode Island School of Design. The course feeds upon both artistic and scientific perspectives in considering the design of science-support tool prototypes. © 2016 IEEE. Source
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 49.98K | Year: 2010
Bridging STEM to STE(A)M: Developing New Frameworks for ART/SCIENCE Pedagogy, hosted by the Rhode Island School of Design (RISD) will be a two-day workshop aimed to develop an innovative educational agenda that forges relationships between art and design disciplines and science, technology, engineering, and mathematics (STEM). The workshop will bring together leading scientists, IT experts and creative technologists, artists, designers, and education researchers to initiate discussions about how to bridge STEM education practices and creative problem-solving. As this innovative educational approach holds the potential to open new areas of exploration, and provide a platform and network for the further development of STEM to STE(A)M pedagogy. The long-term goals of this initiative are to: (1) Develop strategies for enhancing STEM education through the integration of art and design thinking (STEM + ART = STE(A)M); (2) Invent and share techniques that take advantage of simple, freely available IT systems and applications to support enhanced observation, analysis and understanding of pictorial and numerical data; (3) Build new connections between art and design disciplines and scientific fields to advance understanding of complex systems, e.g., through improved strategies and techniques for the shared perception and visualization of scientific data.
Methods and practices that promote shared ideas, insight, and language have the potential to alter STEM education and research practices in formal and informal settings. The diverse mix of disciplines and approaches represented at the workshop will give participants access to shared processes of inquiry into art/science pedagogy with the goal of achieving a high level of comprehensibility and knowledge sharing, broadening the accessibility and appeal of science, and transforming the discourse on STEM discovery and learning. As art thinking influences scientific thinking and vice versa, there is great potential for increased public understanding of science and scientific challenges. Workshop discussions will inform the creation of educational materials that exemplify interdisciplinary couplings between the arts and sciences. To begin to explore this potential, the Rhode Island School of Design (RISD) will develop prototype STE(A)M classes for high school students through a Pre-College summer program offered through RISDs Continuing Education division. In addition, in connection with the workshop, a new graduate-level course will be developed at RISD to prepare future artists and arts educators to lead successful arts/design/science collaborations. The broader intention of these prototype courses is to provide tangible examples that can prompt parallel developments at other institutions.