The Minor centres around interdisciplinary and transdisciplinary project work that the students design and realize individually or in teams. With reference to scientific paradigms and methods, in cooperation with scientists or in residencies and internships at scientific institutions and laboratories, students investigate possible interrelations between scientific and artistic processes. In dialogue with the sciences, they examine relevant issues, discourses and controversies and develop independent positions as authors at the interface between those fields.
Skills
Graduates of the Minor “Transformations Arts Sciences” are capable of:
– Asking critical questions about the penetration of science into social fields, identifying controversies and areas of tension between different forms of knowledge and reflecting on them with artistic and aesthetic resources;
– Appraising and developing relationships between arts and sciences and rendering them productive for their own work projects;
– Articulating their own position and negotiating and asserting it in dialogue with representatives of scientific disciplines.
Admissions requirements
The Minor “Transformations Arts Science” is aimed both at students on the Major “Transdisciplinary Studies in the Arts” who would like to specialize in relationships between arts and sciences and at all Master’s students of ZHdK who wish to combine their Major with modes of knowledge from the sciences and/or humanities.
Special features of the course
The Minor can be taken in various forms – on a cursory basis via participation in teaching formats (practical projects and seminars on the theory and history of the relationship between the arts and sciences), with a focus on an individual project or as an internship/residence in scientific institutions and laboratories (in cooperation in the ZHdK’s artists-in-labs programme).
The Minor may be undertaken consecutively. Combining the two Minors “Transformation Arts Sciences – Basic” (15 credits) and “Transformation Arts Sciences – Advanced” (15 credits) therefore leads to an in-depth understanding of different modes of knowledge at the interface between art and science.
Time structure
The compulsory modules of the Minor “Transformation Arts Sciences” take place during the Minor Weeks. The elective modules can be attended on Friday afternoon. Introduction: Friday evening, September 20, 2024.
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Aesthetic approaches are given considerable consideration in scientific processes; conversely, nearly all areas of society, including the arts, are permeated by scientific insights. The Minor “Transformations Arts Sciences” focuses on these interrelations and mutual references between artistic and scientific processes, experimental arrangements and forms of knowledge. The Minor centres around interdisciplinary and transdisciplinary project work that the students design and realize individually or in teams. With reference to scientific paradigms and methods, in cooperation with scientists or in residencies and internships at scientific institutions and laboratories, students investigate possible interrelations between scientific and artistic processes. In dialogue with the sciences, they examine relevant issues, discourses and controversies and develop independent positions as authors at the interface between those fields. Skills Graduates of the Minor “Transformations Arts Sciences” are capable of: – Asking critical questions about the penetration of science into social fields, identifying controversies and areas of tension between different forms of knowledge and reflecting on them with artistic and aesthetic resources; – Appraising and developing relationships between arts and sciences and rendering them productive for their own work projects; – Articulating their own position and negotiating and asserting it in dialogue with representatives of scientific disciplines. Admissions requirements The Minor “Transformations Arts Science” is aimed both at students on the Major “Transdisciplinary Studies in the Arts” who would like to specialize in relationships between arts and sciences and at all Master’s students of ZHdK who wish to combine their Major with modes of knowledge from the sciences and/or humanities. Special features of the course The Minor can be taken in various forms – on a cursory basis via participation in teaching formats (practical projects and seminars on the theory and history of the relationship between the arts and sciences), with a focus on an individual project or as an internship/residence in scientific institutions and laboratories (in cooperation in the ZHdK’s artists-in-labs programme). The Minor may be undertaken consecutively. Combining the two Minors “Transformation Arts Sciences – Basic” (15 credits) and “Transformation Arts Sciences – Advanced” (15 credits) therefore leads to an in-depth understanding of different modes of knowledge at the interface between art and science. Time structure The compulsory modules of the Minor “Transformation Arts Sciences” take place during the Minor Weeks. The elective modules can be attended on Friday afternoon. 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Der Minor «Transformationen Künste Wissenschaften» thematisiert Verhältnisse zwischen Künsten und Wissenschaften als unterschiedliche Weisen der Welterschliessung. Ästhetische Zugänge finden vermehrt auch in den Verfahren der Wissenschaften Beachtung, umgekehrt sind beinahe alle gesellschaftlichen Bereiche, darunter auch die Künste, von wissenschaftlichen Erkenntnissen durchdrungen. Der Minor «Transformationen Künste Wissenschaften» fokussiert auf diese Verschränkungen und gegenseitigen Bezugnahmen künstlerischer und wissenschaftlicher Verfahren, Experimentalanordnungen und Wissensformen.
Im Zentrum des Minors stehen inter- und transdisziplinäre Projektarbeiten, die die Studierenden individuell oder in Teams konzipieren und realisieren. Unter Bezugnahme auf wissenschaftliche Paradigmen und Methoden, in Kooperationen mit Wissenschaftler:innen oder in Residencies und Praktika in wissenschaftlichen Instituten und Labs erkunden sie mögliche Verschränkungen wissenschaftlicher und künstlerischer Vorgehensweisen. Im Dialog mit den Wissenschaften setzen sie sich mit relevanten Fragestellungen, Diskursen und Kontroversen auseinander und entwickeln eigenständige autor:innenschaftliche Positionen in deren Spannungsfeld.
Kompetenzen
Die Absolvent:innen des Minors «Transformationen Künste Wissenschaften» sind in der Lage,
– die wissenschaftliche Durchdringung gesellschaftlicher Felder kritisch zu befragen, Kontroversen und Spannungsfelder zwischen unterschiedlichen Wissensformen zu identifizieren und sie mit künstlerischen und ästhetischen Mitteln zu reflektieren;
– Verhältnisse zwischen Künsten und Wissenschaften einzuschätzen, zu bearbeiten und für eigene Arbeitsvorhaben produktiv zu machen;
– ihre eigene Position zu artikulieren und sie im Dialog mit Vertreter:innen wissenschaftlicher Disziplinen zu verhandeln und zur Geltung zu bringen.
Voraussetzungen
Der Minor «Transformationen Künste Wissenschaften» richtet sich einerseits an Studierende im Major «Transdisziplinarität in den Künsten», die sich auf Verhältnisse zwischen Künsten und Wissenschaften spezialisieren möchten, andererseits an alle Masterstudierenden der ZHdK, die ihr Schwerpunktfach (Major) zu geistes- oder naturwissenschaftlichen Erkenntnisweisen in Bezug setzen wollen.
Besonderheiten
Der Minor kann in verschiedenen Formen durchlaufen werden: kursorisch über die Teilnahme an Unterrichtsformaten (Praxisprojekte und Seminare zur Theorie und Geschichte des Verhältnisses zwischen Künsten und Wissenschaften), mit Fokus auf eine individuelle Projektarbeit oder als Praktikum bzw. Residency in wissenschaftlichen Institutionen und Labs (in Kooperation mit dem artist-in-labs-programm der ZHdK).
Der Minor kann konsekutiv studiert werden. Die Kombination der beiden Minors «Transformationen Künste Wissenschaften – basic» (15 Credits) und «Transformationen Künste Wissenschaften – advanced» (15 Credits) führt zu einem vertieften Verständnis unterschiedlicher Erkenntnisformen im Spannungsfeld zwischen Künsten und Wissenschaften.
Zeitstruktur
Die Pflichtmodule des Minors «Transformationen Künste Wissenschaften» finden in den Minorwochen statt. Am Freitagnachmittag können die Wahlmodule besucht werden. Einführung: am Freitagabend, 20.9.2024.
→ Mehr zum Minor Transformationen Künste Wissenschaft – basic (PDF-Download)
→ Mehr zum Minor Transformationen Künste Wissenschaft – advanced (PDF-Download)
Im Rahmen des DKV-Minor-Infotages am 12. März 2024 hat Irene Vögeli den Minor «Transformationen Künste Wissenschaften» vorgestellt:
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In the “Entrepreneurial Thinking and Action” minor, students experiment with innovative forms of work and business models in transdisciplinary collaboration. During their minor studies, they critically explore entrepreneurial topics and methods which they can apply to their independent artistic or design practice, to found their own company, or as an employee. As part of their own project idea, they develop entrepreneurial skills and solutions in prototype form in practical work with peers from other disciplines and with input and mentoring from industry experts. The minor is offered by the Z-Kubator, which is part of the Zurich Centre for Creative Economies (ZCCE).
Skills acquired in the course.
Students learn:
– to analyse and shape the entrepreneurial foundations of their artistic or design practice autonomously.
– to position their own ideas in a larger context and apply suitable methods to achieve their goals
– to position themselves innovatively in a relevant market or cultural sector and reach relevant target groups
– to harmonize their vision, personal values and work so that they are able to recognize and tackle opportunities and obstacles in the project and independent work in a timely manner
– to design entrepreneurial strategies in transdisciplinary collaboration.
Admissions requirements.
The “Entrepreneurial Thinking and Action” minor is suitable for BA and MA students from all disciplines at ZHdK.
Benefits of studying this minor.
Students can complete the minor over two or four semesters. A considerable portion of the minor course is allocated to work on an entrepreneurial project with regular mentoring sessions. Students may work on an existing project or develop a new project in a team with their classmates.
→ More information about this minor (PDF download)
At ZHdK, students choose a Major. In addition to this core subject, they can choose one or two Minors to deepen or expand their major skills and knowledge across various disciplines. This wide choice of courses is unique in Europe and enables students to develop and sharpen their individual profile.
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Im Minor «Unternehmerisches Denken und Handeln» experimentierst du in transdisziplinärer Zusammenarbeit mit innovativen Arbeitsformen und Geschäftsmodellen. Eine kritische Auseinandersetzung mit unternehmerischen Themen und Methoden, die du für deine selbständige künstlerische oder gestalterische Praxis, zur Gründung eines eigenen Unternehmens oder aber auch als Angestellte:r anwenden kannst, steht im Zentrum deines Minor-Studiums. Im Rahmen einer eigenen Projektidee entwickelst du unternehmerische Fähigkeiten und Lösungsansätze praxisnah und prototypisch in Zusammenarbeit mit Studierenden aus anderen Disziplinen und mit Inputs und Mentoring von Expert:innen aus der Praxis. Der Minor wird vom Z-Kubator angeboten, der Teil des Zurich Centre for Creative Economies (ZCCE) ist.
Diese Kompetenzen erlernst du.
Du lernst:
– die unternehmerischen Grundlagen deiner künstlerischen oder gestalterischen Praxis zu analysieren und eigenständig zu gestalten
– eigene Ideen in einen grösseren Kontext zu stellen und adäquate Methoden zur Erreichung deiner Ziele anzuwenden
– dich innovativ in einem relevanten Markt bzw. Kultursektor zu positionieren und relevante Anspruchsgruppen zu erreichen
– deine Vision, deine persönlichen Werte und dein Schaffen so in Einklang zu bringen, dass du Chancen und Hindernisse in der Projekt- und selbständigen Arbeit früh erkennen und anpacken kannst
– unternehmerische Strategien in transdisziplinärer Zusammenarbeit zu entwickeln.
Diese Voraussetzungen bringst du mit.
Der Minor «Unternehmerisches Denken und Handeln» empfiehlt sich für BA- und MA-Studierende aus allen Disziplinen der ZHdK.
Von diesen Besonderheiten profitierst du.
Der Minor kann in zwei oder vier Semestern absolviert werden. Ein grosser Teil des Minor-Studiums ist für die Arbeit an einem unternehmerischen Projekt mit regelmässigen Mentorings vorgesehen. Es ist möglich, an einem bereits bestehenden Projekt zu arbeiten oder im Team mit anderen Studierenden ein neues Projekt zu entwickeln.
→ Mehr zu diesem Minor (PDF-Download)
Mit dem Major wählen Studierende ihren Studienschwerpunkt. Dazu können sie einen oder zwei Minors wählen, mit denen die Kompetenzen aus dem Major vertieft oder disziplinenübergreifend erweitert werden. Die ZHdK bietet mit dieser Wahlvielfalt ein europaweit einzigartiges Angebot, welches eine ganz individuelle Entwicklung und Schärfung des eigenen Studienprofils ermöglicht.
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Interdisziplinäre Praxis zwischen Künsten, Medien und Bildung – basic","title_en":"Teaching Projects with Young People: Interdisciplinary Practice between Arts, Media and Education – basic","description_de":"Kollaborativ und praxisbezogen: Teilnehmende unterschiedlicher Disziplinen realisieren gemeinsam gruppen- und situationsgerechte Bildungsprojekte mit Jugendlichen. Dabei kommen inter- und transdisziplinäre Vermittlungsstrategien zum Ausdruck, die digitale Räume und hybride Formate miteinbeziehen.","description_en":"Collaborative and practice-oriented: Participants from different disciplines jointly realize group- and situation-oriented educational projects with young people. In the process, inter/transdisciplinary mediation strategies are expressed that incorporate digital spaces and hybrid formats.","contents":{"title_de":["","Studium","","","",""],"text_de":["","Inhalte Der Minor bietet einen projektbasierten Einstieg in die ästhetisch-kulturelle Bildungspraxis mit Jugendlichen: Bachelor- wie auch Masterstudierende aller Studiengänge lernen das gemeinsame Agieren an den Schnittstellen und Übergängen zwischen verschiedenen Disziplinen und Medien als wirksames didaktisches Prinzip kennen. Gemeinsame künstlerische Praxiserfahrungen, kollaborative sowie inter-/transdisziplinäre Arbeitsweisen führen in die Konzeption ästhetisch-kultureller Bildungsprojekte mit Jugendlichen. Diese Projekte sind im ausserschulischen, schulergänzenden oder Freizeitbereich angesiedelt oder beziehen sich auf den schulischen Unterricht in Kunst oder Musik auf Sekundarstufe I und II. Sie werden von der Studierendengruppe gemeinsam und in Zusammenarbeit mit externen Kooperationspartner:innen vorbereitet und umgesetzt. Digitalen, kooperativen Vermittlungs- bzw. Unterrichtsformaten kommt dabei eine besondere Bedeutung zu. Kompetenzen Die gesammelten Erfahrungen dienen dem Aufbau berufspraktischer Kompetenzen. Disziplinäre Vermittlungs- und Unterrichtsstrategien werden dabei durch fächerverbindende Perspektiven ergänzt. Die Studierenden werden zudem zur Vermittlung in digitalen Räumen befähigt. Die Absolvent:innen des Minors sind in der Lage: – disziplinenspezifische und fächerverbindende Vermittlungsstrategien im Hinblick auf ihre Bildungspotentiale zu analysieren und zu entwickeln; – in interdisziplinären Teams ein ästhetisch-kulturelles Bildungsprojekt mit Jugendlichen situationsgerecht realisieren; – digitale Räume, Strategien und Tools für die Planung, Umsetzung und Dokumentation von Vermittlungs-/Unterrichtsprojekten kollaborativ zu nutzen; – ihre individuelle Haltung und ihr Selbstverständnis als Vermittler:in oder Lehrperson in ästhetisch-kulturellen Feldern differenziert zu beschreiben und zu begründen; – für ihre weitere Tätigkeit als Vermittler:innen oder Lehrpersonen auf ein Repertoire an fächerübergreifenden, ins Digitale erweiterten und kollaborativen Vermittlungsstrategien zurückgreifen. Voraussetzungen Der Minor richtet sich an alle Bachelor- und Masterstudierenden der ZHdK. Vorausgesetzt wird ein ausgeprägtes Interesse an der Arbeit mit Jugendlichen in einem bildungsinstitutionellen Kontext. Erforderlich ist darüber hinaus die Bereitschaft, gemeinsam mit Studierenden mit unterschiedlichen Vorerfahrungen, Verständnisse und Wege für die Vermittlung zwischen Künsten, Medien und Bildung im Austausch mit Jugendlichen zu verhandeln und praktisch zu erproben. Besonderheiten Der Minor eignet sich besonders für Studierende, die Kompetenzen für Vermittlungs- oder Lehrtätigkeiten erwerben wollen – ergänzend zu einem Majorstudium auf Bachelorstufe – vorbereitend auf ein Majorstudium im Bereich Art Education auf Masterstufe – begleitend zu einem Majorstudium im Bereich Art Education oder Musikpädagogik auf Masterstufe. Durch die Kombination mit dem Advanced-Minor können die erworbenen Kompetenzen individualisiert vertieft werden. Der Grossteil des gemeinsamen Studienprogramms findet verpflichtend in den Minorwochen KW 2–4 und 8–10 statt. Das Praxisprojekt findet in KW 9 statt. Wahlpflichtmodule können im Verlauf des Frühlingssemesters individualisiert studiert werden. Zeitstruktur Der Minor «Vermittlungs- und Unterrichtsprojekte mit Jugendlichen. Interdisziplinäre Praxis zwischen Künsten, Medien und Bildung – basic» findet in den Minorwochen statt. → Mehr zum Minor basic (PDF-Download)","Im Rahmen des DKV-Minor-Infotages am 12. März 2024 hat Miriam Schmidt-Wetzel die Minors «Vermittlungs- und Unterrichtsprojekte mit Jugendlichen. Interdisziplinäre Praxis zwischen Künsten, Medien und Bildung» basic und advanced vorgestellt:","",""],"title_en":["","Course",""],"text_en":["","Course content The Minor provides a project-based introduction to aesthetic-cultural educational practice with young people. Bachelor’s and Master’s students undertaking any of ZHdK’s degree programmes learn about collaborative action at the interfaces and transition points between different disciplines and media as an effective didactic principle. Joint artistic practice experiences, collaborative and inter/transdisciplinary working processes culminate in the design of aesthetic-cultural educational projects with young people. These projects are located in the extracurricular, supplementary school or leisure sector or relate to school lessons in art or music at secondary level I and II. They are prepared and implemented by the student group together and in cooperation with external partners. Digital, cooperative teaching formats are of particular importance. Skills acquired in the course The experience that students gain will provide them with practical skills that are relevant to their profession. Disciplinary mediation and teaching strategies are extended with interdisciplinary perspectives. Students also learn how to teach in digital spaces. After completing the minor, students will be able to: – analyse the educational potential of discipline-specific and interdisciplinary teaching strategies, and develop them accordingly; – implement an aesthetic-cultural educational project with young people in interdisciplinary teams that is tailored to the learning group and situation at hand; – use digital spaces, strategies and tools collaboratively to plan, implement and document teaching projects; – describe and explain the rationale for their individual stance and personal, practical and theoretical understanding as educators in aesthetic-cultural fields, thereby differentiating themselves from others in the process; – draw on a repertoire of interdisciplinary teaching strategies extending into the digital realm for their further teaching-related work. Admissions requirements The Minor is aimed at all Bachelor’s and Master’s students of ZHdK. Applicants must have a keen interest in working with young people in an educational-institutional context. They must also be willing to work with peers on a practical basis who have different experience, understandings and styles of teaching young people in the crossover between the arts, media and education. Benefits of studying at ZHdK The Minor is particularly suitable for students who want to acquire the requisite skills for teaching work – to supplement their Major Studies at Bachelor’s level, – prepare themselves for Major Studies in the Art Education area at Master’s level, or – while undertaking major studies in the Art Education or Music Education area at Master’s level. By combining the programme with the advanced minor, students can consolidate the skills that they learn in a way that meets their own individual needs. Time structure The majority of the joint study programme takes place in the Minor Weeks in CW 2–4 and 8–10. The practical project takes place in CW 9. Students may undertake compulsory elective modules at a time of their choosing over the course of the spring semester. → More information about this minor basic (PDF download)",""],"assets":{"title_de":["Minor Vermittlungs und Unterrichtsprojekte mit Jugendlichen"]}}},"relationships":{"study_model_disciplines":{"data":[{"type":"study_model_discipline","id":3,"attributes":{"uid":3,"deleted":0,"sys_language_uid":0,"l10n_parent":0,"title":"Art Education","auto_select":0,"to_be_auto_selected":0},"relationships":{"translations":{"data":[{"type":"study_model_discipline","id":10,"attributes":{"uid":10,"deleted":0,"sys_language_uid":1,"l10n_parent":3,"title":"Art 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The Minor provides a project-based introduction to aesthetic-cultural educational practice with young people. Bachelor’s and Master’s students undertaking any of ZHdK’s degree programmes learn about collaborative action at the interfaces and transition points between different disciplines and media as an effective didactic principle. Joint artistic practice experiences, collaborative and inter/transdisciplinary working processes culminate in the design of aesthetic-cultural educational projects with young people. These projects are located in the extracurricular, supplementary school or leisure sector or relate to school lessons in art or music at secondary level I and II. They are prepared and implemented by the student group together and in cooperation with external partners. Digital, cooperative teaching formats are of particular importance.
Skills acquired in the course
The experience that students gain will provide them with practical skills that are relevant to their profession. Disciplinary mediation and teaching strategies are extended with interdisciplinary perspectives. Students also learn how to teach in digital spaces. After completing the minor, students will be able to:
– analyse the educational potential of discipline-specific and interdisciplinary teaching strategies, and develop them accordingly;
– implement an aesthetic-cultural educational project with young people in interdisciplinary teams that is tailored to the learning group and situation at hand;
– use digital spaces, strategies and tools collaboratively to plan, implement and document teaching projects;
– describe and explain the rationale for their individual stance and personal, practical and theoretical understanding as educators in aesthetic-cultural fields, thereby differentiating themselves from others in the process;
– draw on a repertoire of interdisciplinary teaching strategies extending into the digital realm for their further teaching-related work.
Admissions requirements
The Minor is aimed at all Bachelor’s and Master’s students of ZHdK. Applicants must have a keen interest in working with young people in an educational-institutional context. They must also be willing to work with peers on a practical basis who have different experience, understandings and styles of teaching young people in the crossover between the arts, media and education.
Benefits of studying at ZHdK
The Minor is particularly suitable for students who want to acquire the requisite skills for teaching work
– to supplement their Major Studies at Bachelor’s level,
– prepare themselves for Major Studies in the Art Education area at Master’s level, or
– while undertaking major studies in the Art Education or Music Education area at Master’s level.
By combining the programme with the advanced minor, students can consolidate the skills that they learn in a way that meets their own individual needs.
Time structure
The majority of the joint study programme takes place in the Minor Weeks in CW 2–4 and 8–10. The practical project takes place in CW 9. Students may undertake compulsory elective modules at a time of their choosing over the course of the spring semester.
→ More information about this minor basic (PDF download)
Inhalte
Der Minor bietet einen projektbasierten Einstieg in die ästhetisch-kulturelle Bildungspraxis mit Jugendlichen: Bachelor- wie auch Masterstudierende aller Studiengänge lernen das gemeinsame Agieren an den Schnittstellen und Übergängen zwischen verschiedenen Disziplinen und Medien als wirksames didaktisches Prinzip kennen. Gemeinsame künstlerische Praxiserfahrungen, kollaborative sowie inter-/transdisziplinäre Arbeitsweisen führen in die Konzeption ästhetisch-kultureller Bildungsprojekte mit Jugendlichen. Diese Projekte sind im ausserschulischen, schulergänzenden oder Freizeitbereich angesiedelt oder beziehen sich auf den schulischen Unterricht in Kunst oder Musik auf Sekundarstufe I und II. Sie werden von der Studierendengruppe gemeinsam und in Zusammenarbeit mit externen Kooperationspartner:innen vorbereitet und umgesetzt. Digitalen, kooperativen Vermittlungs- bzw. Unterrichtsformaten kommt dabei eine besondere Bedeutung zu.
Kompetenzen
Die gesammelten Erfahrungen dienen dem Aufbau berufspraktischer Kompetenzen. Disziplinäre Vermittlungs- und Unterrichtsstrategien werden dabei durch fächerverbindende Perspektiven ergänzt. Die Studierenden werden zudem zur Vermittlung in digitalen Räumen befähigt. Die Absolvent:innen des Minors sind in der Lage:
– disziplinenspezifische und fächerverbindende Vermittlungsstrategien im Hinblick auf ihre Bildungspotentiale zu analysieren und zu entwickeln;
– in interdisziplinären Teams ein ästhetisch-kulturelles Bildungsprojekt mit Jugendlichen situationsgerecht realisieren;
– digitale Räume, Strategien und Tools für die Planung, Umsetzung und Dokumentation von Vermittlungs-/Unterrichtsprojekten kollaborativ zu nutzen;
– ihre individuelle Haltung und ihr Selbstverständnis als Vermittler:in oder Lehrperson in ästhetisch-kulturellen Feldern differenziert zu beschreiben und zu begründen;
– für ihre weitere Tätigkeit als Vermittler:innen oder Lehrpersonen auf ein Repertoire an fächerübergreifenden, ins Digitale erweiterten und kollaborativen Vermittlungsstrategien zurückgreifen.
Voraussetzungen
Der Minor richtet sich an alle Bachelor- und Masterstudierenden der ZHdK. Vorausgesetzt wird ein ausgeprägtes Interesse an der Arbeit mit Jugendlichen in einem bildungsinstitutionellen Kontext. Erforderlich ist darüber hinaus die Bereitschaft, gemeinsam mit Studierenden mit unterschiedlichen Vorerfahrungen, Verständnisse und Wege für die Vermittlung zwischen Künsten, Medien und Bildung im Austausch mit Jugendlichen zu verhandeln und praktisch zu erproben.
Besonderheiten
Der Minor eignet sich besonders für Studierende, die Kompetenzen für Vermittlungs- oder Lehrtätigkeiten erwerben wollen
– ergänzend zu einem Majorstudium auf Bachelorstufe
– vorbereitend auf ein Majorstudium im Bereich Art Education auf Masterstufe
– begleitend zu einem Majorstudium im Bereich Art Education oder Musikpädagogik auf Masterstufe.
Durch die Kombination mit dem Advanced-Minor können die erworbenen Kompetenzen individualisiert vertieft werden.
Der Grossteil des gemeinsamen Studienprogramms findet verpflichtend in den Minorwochen KW 2–4 und 8–10 statt. Das Praxisprojekt findet in KW 9 statt. Wahlpflichtmodule können im Verlauf des Frühlingssemesters individualisiert studiert werden.
Zeitstruktur
Der Minor «Vermittlungs- und Unterrichtsprojekte mit Jugendlichen. Interdisziplinäre Praxis zwischen Künsten, Medien und Bildung – basic» findet in den Minorwochen statt.
→ Mehr zum Minor basic (PDF-Download)
Im Rahmen des DKV-Minor-Infotages am 12. März 2024 hat Miriam Schmidt-Wetzel die Minors «Vermittlungs- und Unterrichtsprojekte mit Jugendlichen. Interdisziplinäre Praxis zwischen Künsten, Medien und Bildung» basic und advanced vorgestellt:
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In the “Virtual Production” minor, students improve their knowledge of mixed worlds, learn how to apply it more effectively, and connect virtual and real elements in film and animation. They create film project sketches in small transdisciplinary groups which integrate real objects and people into a photorealistic, virtual environment. During the work project, students learn the basics of game engine software (Unreal Engine) and how to use necessary and relevant hardware (camera, camera tracking, LED wall, lighting).
The minor is taught in German and offered by the discipline Film. It is open to students from the Bachelor Production Design, Bachelor and Master Film, Bachelor Game Design, Bachelor Cast / Audiovisual Media, Bachelor Interaction Design, Bachelor Scenography as well as to all interested students with previous knowledge. The minor is offered annually.
Skills acquired in the course.
– Design and present previsualization from a content and technical perspective.
– Design photorealistic spaces and landscapes using Unreal Engine.
– Integration of set construction in virtual sets (colours, materials, light).
– Group work and filming of a cinematic sketch in a mixed world (real/virtual) environment.
Admissions requirements.
The “Virtual Production” minor is meant for students with sufficient prior knowledge in the areas of film, production design, 3D content creation, game design, interaction design, and general design. The subject-specific admission requirements are verified by student-acknowledgement that the necessary prerequisites coursework and experience has been met.
Benefits of studying at ZHdK.
– Introductory courses in technical software and hardware.
– Develop and realize a film project plan as a team exercise.
→ More information about this minor (PDF download)
At ZHdK, students choose a Major. In addition to this core subject, they can choose one or two Minors to deepen or expand their major skills and knowledge across various disciplines. This wide choice of courses is unique in Europe and enables students to develop and sharpen their individual profile.
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Vertiefe im Minor «Virtual Production» die Anwendung und dein Wissen im Bereich mixed worlds, der Verbindung von virtuellen und realen Elementen im Bereich Film und Animation. Erstelle in kleinen transdisziplinären Gruppen filmische Projektskizzen, welche reale Gegenstände und Personen in eine fotorealistische, virtuelle Umgebung integrieren. Während der Projektarbeit erlernst du Software-Kenntnisse in einer Game Engine (Unreal Engine), sowie der notwendigen Hardware (Kamera, Kamera Tracking, LED-Wall, Licht).
Der Minor wird auf Deutsch unterrichtet und von der Disziplin Film angeboten. Er ist für Studierende aus dem Bachelor Production Design, Bachelor und Master Film, Bachelor Game Design, Bachelor Cast/ Audiovisual Media, Bachelor Interaction Design, Bachelor Szenischer Raum sowie hochschulweit allen interessierten Studierenden mit Vorkenntnissen geöffnet und wird jährlich angeboten.
Diese Kompetenzen erlernst du.
– Konzeption und Präsentation von Prävisualierung aus inhaltlicher und technischer Sicht.
– Gestaltung von fotorealistischen Räumen und Landschaften in der Unreal Engine.
– Gruppenweises Erarbeiten und Drehen einer filmischen Szene in einer mixed world (real / virtuell) Umgebung.
Diese Voraussetzungen bringst du mit.
Der Minor «Virtual Production» richtet sich an Studierende mit genügend Vorkenntnissen im Bereich Film, Production Design, 3D Content Creation, Game Design, Interaction Design, Design allgemein. Fachliche Eingangskompetenzen werden per Selbstdeklaration geprüft.
Von diesen Besonderheiten profitierst du.
– Einführungskurse in technische Soft- und Hardware.
– Entwicklung und Realisation eines filmischen Projektvorhabens in Teamarbeit.
→ Mehr zu diesem Minor (PDF-Download)
Mit dem Major wählen Studierende ihren Studienschwerpunkt. Dazu können sie einen oder zwei Minors wählen, mit denen die Kompetenzen aus dem Major vertieft oder disziplinenübergreifend erweitert werden. Die ZHdK bietet mit dieser Wahlvielfalt ein europaweit einzigartiges Angebot, welches eine ganz individuelle Entwicklung und Schärfung des eigenen Studienprofils ermöglicht.
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→ Bachelor’s degree programmes
→ Master’s degree programmes
What do graduates specializing in Knowledge Visualization do after graduation? In our short portraits, alumni present their activities and their field of work.
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“Drawing has mattered to me all my life,” says Simone Stolz over a cup of coffee outside the Chez Toni Bistro. A few months ago, she completed her bachelor’s degree in knowledge visualization. Her graduation project was awarded the Design Promotion Prize of ZHdK, which not only provided welcome funding to start her own business as an illustrator, but has also drawn attention to her work. Her project was not entirely good news: “The idea of making a book was greeted with scepticism. It was a very independent project for my discipline.” Yet it was not immediately clear that her project would eventually become a book. Rather, the starting point was Stolz’s way of working and her preferred medium: drawing. “I access reality through drawing. I sit down and sketch. My concentration, access to experiences and visual habits merge with my direct, on-site experience. This is how I capture moments.”
The book solidifies what essentially are fragile stories.
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Stolz first heard about coercive measures on a visit to Ireland. But Switzerland also has its own inglorious and little known history of abuse by local authorities. Until the 1980s, tens of thousands of children and youths were placed in institutions and homes to safeguard the prevailing, rigid notion of public order and morality. Those housed in such facilities often suffered psychological and physical violence. “I realized the universal nature of this issue, that people must fit in with the larger scheme of things. I was also troubled by the lacking awareness of injustice in Switzerland and the lack of public debate.” While researching her book, she discovered “Gesichter der Erinnerung” (Faces of Remembrance), an association founded by two victims of welfare abuse and a historian. The association’s online platform gives traumatized people a face and a voice. It thus draws attention to the injustice they have suffered at the hand of the state and contributes to a much-needed debate. Stolz had long conversations with the two victims, and sifted through numerous literary and film sources. And she began to draw. Many of her drawings emerged during this initial phase, first from memory, then in situ. “Drawing is less concrete than photography and therefore can be connected to our own memories. It opens up a space in which dialogue can take place.”
Drawing and temporality
Stolz’s drawings became part of her conversations with the affected, in whom they triggered feelings and reactions: “I would present an initial sketch and they might say that things had taken place differently. I adapted the sketch and presented it again. So the sketches became drawings and the drawings became others’ materialized memories.” As the number of drawings increased, it became clear that they should become a book: “I wanted to put something out there that had weight, materiality and attitude. The book solidifies what essentially are fragile stories. You can put it down and pick it up again. It is meant to stand the test of time.” While working on “Grund genug”, Stolz painstakingly took into account the victims’ suffering and vulnerability. Temporality, so important to her drawings, is reflected by dramaturgy. Reading Stolz’s book is a slow and lonely process, one that demands patience and perseverance.
The present collides with memories
The result is a complex web of words and images, different textures, colours and perspectives. The motifs are spread across double pages, placed at the centre of almost blank pages, are zoomed into and varied over several pages and sometimes dissolve into abstraction. “The book is intended to encourage interpretation and reflection. Readers should make up their own minds. I have deliberately omitted any explicit depictions of violence. I want my work to comment on a particular system.” She spent two days drawing at the facilities where her interviewees had once lived and suffered. Suddenly, the present collided with the recounted memories. Such moments were difficult to endure. But her interviewees’ openness and their conversations strengthened Stolz’s belief that she was on the right path. The design award is merely a way station on her journey.
Information about the Subject Area Knowledge Visualization
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Flurin Fischer is a research assistant at the Departments of Design and Cultural Analysis.
Flurin Fischer
Flurin Fischer is a research assistant at the Departments of Design and Cultural Analysis.
Mit der Erfindung der Fotografie ging einst die Illusion der objektiven Abbildbarkeit der Realität einher. Das neue Medium schien die Welt in ihrem jeweiligen Zustand festhalten und so für spätere Generationen erfahrbar machen zu können. Erinnerungen auf Abruf gewissermassen. Der Filmtheoretiker und Soziologe Siegfried Kracauer wandte ein, dass die Geschichte eines Menschen von der Fotografie wie unter einer Schneedecke vergraben werde. Losgelöst vom Menschen und von der Zeit, in der er gelebt habe, geistere die Fotografie durch die Gegenwart. Die Wesenszüge eines Menschen aber seien allein in seiner Geschichte enthalten. Nun könnte man zahllose Beispiele anführen, um die Ehre der Fotografie zu retten und diese kulturpessimistische Argumentation zu entschärfen. Was aber, wenn wir stattdessen kurz innehalten und uns fragen, wie Momente sonst festgehalten, Erinnerungen lebendig werden können – insbesondere, wenn es nicht die eigenen sind?
","image":0,"deleted":0,"pages":null,"teaser_header":"","subheader":"","date":0,"sys_language_uid":0,"l18n_parent":0,"categories":0,"rowDescription":null,"is_accordeon":0,"teaser_show_navigation":0,"news_type":0,"url":null,"sticky":null,"number_of_records":0,"open":null,"research_projects_specific_projects":null,"research_projects_project_status":0,"research_category_2":null,"phd_projects_school":null,"phd_projects_program":null,"phd_projects_specific_projects":null,"phd_projects_project_status":0,"persons_order":"last_name_asc","persons_music_subject":null,"date_start":null,"date_end":null,"news_folder":null,"iframe_link":null,"iframe_height":null,"iframe_height_mobile":null,"iframe_type":0,"teaser_rendering":0,"teaser_link":"","teaser_link_active":1,"teaser_link_label":"","static_teaser_use_alternative_title":0,"start_color":"","end_color":"","css_classes":"","enable_section":0,"section_text":"","study_model_bachelor_master":[],"study_model_major_minor":0,"tx_backend_configuration_competence":null,"tx_backend_configuration_discipline":null,"tx_backend_configuration_interest":null,"teaser_render_type":0,"bodytext_stripped":"Mit der Erfindung der Fotografie ging einst die Illusion der objektiven Abbildbarkeit der Realität einher. Das neue Medium schien die Welt in ihrem jeweiligen Zustand festhalten und so für spätere Generationen erfahrbar machen zu können. Erinnerungen auf Abruf gewissermassen. Der Filmtheoretiker und Soziologe Siegfried Kracauer wandte ein, dass die Geschichte eines Menschen von der Fotografie wie unter einer Schneedecke vergraben werde. Losgelöst vom Menschen und von der Zeit, in der er gelebt habe, geistere die Fotografie durch die Gegenwart. Die Wesenszüge eines Menschen aber seien allein in seiner Geschichte enthalten. Nun könnte man zahllose Beispiele anführen, um die Ehre der Fotografie zu retten und diese kulturpessimistische Argumentation zu entschärfen. Was aber, wenn wir stattdessen kurz innehalten und uns fragen, wie Momente sonst festgehalten, Erinnerungen lebendig werden können – insbesondere, wenn es nicht die eigenen sind?"},"relationships":{"sticky_news":[]}},{"type":"content","id":138660,"attributes":{"uid":138660,"pid":20380,"tstamp":1707830844,"hidden":0,"sorting":38402,"CType":"iframe","header":"","bodytext":"","image":0,"deleted":0,"pages":null,"teaser_header":"","subheader":"","date":0,"sys_language_uid":0,"l18n_parent":0,"categories":0,"rowDescription":null,"is_accordeon":0,"teaser_show_navigation":0,"news_type":0,"url":null,"sticky":null,"number_of_records":0,"open":null,"research_projects_specific_projects":null,"research_projects_project_status":0,"research_category_2":null,"phd_projects_school":null,"phd_projects_program":null,"phd_projects_specific_projects":null,"phd_projects_project_status":0,"persons_order":"last_name_asc","persons_music_subject":null,"date_start":null,"date_end":null,"news_folder":null,"iframe_link":"https://youtube.com/shorts/KukQyHzDKg8?si=7K799VHJ_orLv3K6","iframe_height":null,"iframe_height_mobile":null,"iframe_type":1,"teaser_rendering":0,"teaser_link":"","teaser_link_active":1,"teaser_link_label":"","static_teaser_use_alternative_title":0,"start_color":"","end_color":"","css_classes":"","enable_section":0,"section_text":"","study_model_bachelor_master":[],"study_model_major_minor":0,"tx_backend_configuration_competence":null,"tx_backend_configuration_discipline":null,"tx_backend_configuration_interest":null,"teaser_render_type":0},"relationships":{"sticky_news":[]}},{"type":"content","id":138533,"attributes":{"uid":138533,"pid":20380,"tstamp":1707830844,"hidden":0,"sorting":38403,"CType":"gallery","header":"","bodytext":"","image":0,"deleted":0,"pages":null,"teaser_header":"","subheader":"","date":0,"sys_language_uid":0,"l18n_parent":0,"categories":0,"rowDescription":null,"is_accordeon":0,"teaser_show_navigation":0,"news_type":0,"url":null,"sticky":null,"number_of_records":0,"open":null,"research_projects_specific_projects":null,"research_projects_project_status":0,"research_category_2":null,"phd_projects_school":null,"phd_projects_program":null,"phd_projects_specific_projects":null,"phd_projects_project_status":0,"persons_order":"last_name_asc","persons_music_subject":null,"date_start":null,"date_end":null,"news_folder":null,"iframe_link":null,"iframe_height":null,"iframe_height_mobile":null,"iframe_type":0,"teaser_rendering":0,"teaser_link":"","teaser_link_active":1,"teaser_link_label":"","static_teaser_use_alternative_title":0,"start_color":"","end_color":"","css_classes":"","enable_section":0,"section_text":"","study_model_bachelor_master":[],"study_model_major_minor":0,"tx_backend_configuration_competence":null,"tx_backend_configuration_discipline":null,"tx_backend_configuration_interest":null,"teaser_render_type":0},"relationships":{"media":{"data":[{"type":"file","id":77763},{"type":"file","id":77764}]},"assets":{"data":[{"type":"file","id":"94e38c07f2e87600e045b525aff8f517190c24d3","attributes":{"id":"94e38c07f2e87600e045b525aff8f517190c24d3","filename":"stolz_2_landschaft.jpg","mime_type":"image/jpeg","path":"live/94/94e38c07f2e87600e045b525aff8f517190c24d3","path_file":"live/94/94e38c07f2e87600e045b525aff8f517190c24d3/stolz_2_landschaft.jpg","path_source":"/fileadmin/user_upload/0_Hochschule/8_Medienstelle/Webnews_Medienstelle/2024/Stolz_2_landschaft.jpg","height":1555,"width":1920,"title":"stolz_2_landschaft.jpg","alternativeText":"Illustration: Simone Stolz","description":null,"link":"","filename_original":"","mime_type_original":"","date_create":"08.02.2024 10:46","date_update":"08.02.2024 10:46","column_width":100,"copyright":null,"_parent_sys_language_uid":0}},{"type":"file","id":"3dd6e3802616b0d092eb64211c9a5e8800d408ca","attributes":{"id":"3dd6e3802616b0d092eb64211c9a5e8800d408ca","filename":"stolz_3_unkraut.jpg","mime_type":"image/jpeg","path":"live/3d/3dd6e3802616b0d092eb64211c9a5e8800d408ca","path_file":"live/3d/3dd6e3802616b0d092eb64211c9a5e8800d408ca/stolz_3_unkraut.jpg","path_source":"/fileadmin/user_upload/0_Hochschule/8_Medienstelle/Webnews_Medienstelle/2024/Stolz_3_unkraut.jpg","height":1555,"width":1920,"title":"stolz_3_unkraut.jpg","alternativeText":"Illustration: Simone Stolz","description":null,"link":"","filename_original":"","mime_type_original":"","date_create":"08.02.2024 10:46","date_update":"08.02.2024 10:46","column_width":100,"copyright":null,"_parent_sys_language_uid":0}}]},"sticky_news":[]}},{"type":"content","id":138535,"attributes":{"uid":138535,"pid":20380,"tstamp":1707830844,"hidden":0,"sorting":38404,"CType":"standard_content","header":"","bodytext":"Zugang zur Realität
«Das Zeichnen ist mir schon immer wichtig gewesen, es begleitet mich durchs Leben», sagt Simone Stolz beim Kaffee vor dem Bistro Chez Toni. Vor wenigen Monaten hat sie ihr Bachelorstudium in der Fachrichtung Knowledge Visualization abgeschlossen. Ihr Diplomprojekt wurde mit dem Förderpreis Design der ZHdK ausgezeichnet, der ihr nicht nur eine finanzielle Starthilfe in die Selbstständigkeit als Illustratorin beschert hat, sondern auch langfristig Aufmerksamkeit auf ihre Arbeit lenkt. Dabei stand ihr Projekt nicht nur unter guten Vorzeichen: «Die Idee, ein Buch zu machen, stiess auf Skepsis. Für meine Fachrichtung war das ein sehr eigenständiges Projekt.» Dass aus ihrem Projekt ein Buch werden würde, war aber nicht von Beginn an klar. Ausgangspunkt waren vielmehr Stolz’ Arbeitsweise und ihr Medium, das Zeichnen. «Über das Zeichnen erschliesse ich mir die Realität. Ich setze mich hin und skizziere. Meine Konzentration, der Zugriff auf Erlebnisse und Sehgewohnheiten verbinden sich mit der unmittelbaren Erfahrung der Umwelt vor Ort. So halte ich Momente fest.»
Mir ging es um die Universalität des Themas, dass Menschen in ein bestimmtes Raster passen müssen.
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Von fürsorgerischen Zwangsmassnahmen hörte Stolz zum ersten Mal während eines Aufenthalts in Irland. Doch auch die Schweiz hat eine unrühmliche, in der Öffentlichkeit wenig bekannte Geschichte behördlichen Missbrauchs. Um die herrschende, rigide Vorstellung öffentlicher Ordnung und Moral aufrechtzuerhalten, wurden bis in die 1980er-Jahre zehntausende Kinder und Jugendliche in Heimen und Anstalten fremdplatziert. Dort erlitten sie oft psychische und physische Gewalt. «Mir ging es um die Universalität des Themas, dass Menschen in ein bestimmtes Raster passen müssen. Ich stosse mich auch am mangelnden Unrechtsbewusstsein in der Schweiz, am Fehlen einer öffentlichen Debatte.» Über ihre Recherchen kam sie in Kontakt mit dem Verein Gesichter der Erinnerung, in dem sich zwei Betroffene und eine Historikerin organisiert haben. Die Onlineplattform des Vereins gibt traumatisierten Menschen ein Gesicht und eine Stimme, macht so auf das erlittene Unrecht aufmerksam und trägt zum Diskurs bei. Stolz führte lange Gespräche mit den beiden Betroffenen, sichtete literarische und filmische Quellen. Und begann zu zeichnen. Viele Zeichnungen sind in dieser Anfangsphase entstanden, erst aus dem Kopf, dann vor Ort. «Die Zeichnung ist weniger konkret als die Fotografie und damit anschlussfähig für eigene Erinnerungen. Es öffnet sich ein Raum, in dem ein Dialog stattfinden kann.»
Zeichnen und Zeitlichkeit
Die Zeichnungen wurden Teil der Gespräche, lösten Gefühle und Reaktionen aus: «Ich legte eine erste Skizze vor, meine Gesprächspartnerin kommentierte und meinte, das sei anders gewesen. Ich passte die Skizze an und legte sie ihr wieder vor. So wurden Skizzen zu Zeichnungen und Zeichnungen zu materialisierten Erinnerungen anderer.» Mit der steigenden Zahl Zeichnungen wurde dann auch klar, dass daraus ein Buch werden sollte: «Ich wollte etwas in den Raum stellen, das Gewicht, Materialität und Haltung hat. Das Buch stärkt die verletzlichen Geschichten. Man kann es weglegen und wieder hervorholen. Es soll die Zeit überdauern.» Im Arbeitsprozess konzentrierte sich Stolz auf bewusste Rücksichtnahme und Angemessenheit im Umgang mit den Betroffenen und in der Umsetzung des Buchs. Die Zeitlichkeit, die ihr beim Zeichnen wichtig ist, schlägt sich in der Dramaturgie nieder. Das Lesen wird durch Langsamkeit und Einsamkeit strukturiert, fordert zu Geduld und Aushalten auf.
Die Gegenwart kollidiert mit den Erinnerungen
Entstanden ist ein komplexes Gewebe aus Wort und Bild, unterschiedlichen Texturen, Farben und Perspektiven. Die Motive breiten sich über Doppelseiten aus, werden ins Zentrum einer beinahe leeren Seite gerückt, herangezoomt, über mehrere Seiten variiert und zerfliessen auch mal in der Abstraktion. «Das Buch soll zur Interpretation und Reflexion anregen. Die Leser:innen sollen sich ihr eigenes Bild machen. Explizites wie Gewaltdarstellungen habe ich bewusst weggelassen. Es geht mir um eine systemische Aussage.» Zwei Tage zeichnete sie bei den Heimen, in denen ihre Gesprächspartner:innen einst gelebt und gelitten hatten. Plötzlich kollidierte die Gegenwart mit den erzählten Erinnerungen. Solche Momente waren schwer auszuhalten. Aber die Offenheit, mit der ihr die Betroffenen begegneten, und die Gespräche bestärkten sie im Wissen, auf dem richtigen Weg zu sein. Der Förderpreis ist dabei nur eine Zwischenstation.
Mehr zur Fachrichtung Knowledge Visualization
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"}},{"type":"infobox","id":773,"attributes":{"uid":773,"deleted":0,"title":"","text":"Flurin Fischer
Flurin Fischer ist Wissenschaftlicher Mitarbeiter im Departement Design und im Departement Kulturanalysen und Vermittlung.
Flurin Fischer
Flurin Fischer ist Wissenschaftlicher Mitarbeiter im Departement Design und im Departement Kulturanalysen und Vermittlung.
I can build a bridge between science and the general public.
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Nicole von Salis
Email
Phone +41 43 446 32 22
Available: Tuesday – Thursday
Office 4.E07
Address
Zurich University of the Arts (ZHdK)
Department of Design
Knowledge Visualization
Toni-Areal, Pfingstweidstrasse 96
P.O. Box
CH-8031 Zurich
Nicole von Salis
E-Mail
Tel. +41 43 446 32 22
Anwesend: Dienstag – Donnerstag
Raum 4.E07
Adresse
Zürcher Hochschule der Künste (ZHdK)
Departement Design
Fachrichtung Knowledge Visualization
Toni-Areal, Pfingstweidstrasse 96
Postfach
CH-8031 Zürich
Im Master of Arts in Design entwickeln Designerinnen und Designer sowie Persönlichkeiten aus designverwandten Gebieten ihre Könnerschaft und erreichen fachliche Exzellenz. Im Zentrum des Masterstudiums steht die forschungsorientierte Arbeits- und Denkweise entlang des eigenen Designprojekts. Die Kombination aus hoher Eigenverantwortung, reflexivem und interdisziplinärem Denken, einer eigenen Designhaltung sowie unternehmerischem Handeln spielt bei der Befähigung für die weiteren Karriereschritte eine ebenso entscheidende Rolle wie die Anschlussfähigkeit zu internationaler Praxis oder weiterführender Hochschulbildung. Das Studium orientiert sich dabei an einem forschungsorientierten Modell, in welchem die Studierenden über drei Semester fokussiert ihr individuelles Masterprojekt zur Reife entwickeln. Ergebnisse sind zukunftsorientierte Designlösungen wie auch vermittelbares Wissen und neue Methoden.
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