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Submitted by GUSTAVO ADOLFO GOMEZ MARIÑO null (gagoz323@gmail.com) on 2017-08-09T13:57:43Z No. of bitstreams: 1 Desing para os sentidos.pdf: 28279248 bytes, checksum: 7ec01c079886057e1a7cd818ef12d982 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-08-11T14:51:50Z (GMT) No. of bitstreams: 1 marino_gag_me_bauru.pdf: 28279248 bytes, checksum: 7ec01c079886057e1a7cd818ef12d982 (MD5) / Made available in DSpace on 2017-08-11T14:51:50Z (GMT). No. of bitstreams: 1 marino_gag_me_bauru.pdf: 28279248 bytes, checksum: 7ec01c079886057e1a7cd818ef12d982 (MD5) Previous issue date: 2017-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A dinâmica econômica e fenômenos como a globalização apoiados por uma ampla circulação de inovação e tecnologia têm aumentado a competitividade entre diversos setores produtivos e de serviços. A grande disponibilidade e variedade de produtos existentes no mercado junto aos diferentes canais de compra têm gerado um consumidor mais exigente em termos estéticos, de funcionalidade e de identidade; um consumidor que procura satisfazer suas necessidades de consumo com produtos e serviços que sintetizam sua individualidade e que produzem significados pessoais. Dessa forma, o design, em sua natureza interdisciplinar, é convidado a trabalhar com outras áreas para conceber experiências distintivas para os consumidores; experiências que se constroem ao redor dos produtos e serviços, mas que permitem a participação dos clientes de uma forma mais ativa. Esta pesquisa teve como objetivo estudar de que forma o design, em colaboração com outras áreas, participa na construção de experiências sensoriais em ambientes comerciais, para gerar afinidade com o consumidor. Para validá-la, utilizou-se a metodologia de estudo de caso de Yin (2013) em nível exploratório, realizando coleta de dados por meio de entrevista semiestruturada e observação direta em duas lojas de moda - uma feminina e uma masculina. Os dados coletados foram examinados de forma qualitativa tendo como foco o que foi projetado em nível sensorial no ambiente das lojas e o que foi percebido pelo consumidor final nesses espaços. O propósito da pesquisa, além de entender e analisar os recursos utilizados pelos profissionais envolvidos na projeção das experiências sensoriais dos ambientes, é refletir sobre outros campos de ação onde o designer pode contribuir com suas habilidades. / Economic dynamics and phenomena such as globalization, supported by an extensive circulation of innovation and technology, have increased the competitiveness among various sectors of products and services. The wide availability and variety of products on the market along with the different distribution channels have generated a more demanding consumer in terms of aesthetics, functionality and identity; a consumer who seeks to satisfy his needs with products and services which express his individuality and generate personal meanings. In this way, design, in its interdisciplinary nature, is invited to work in collaboration with other areas to evoke different experiences in the consumers, experiences which are built around products and services, and beyond that, experiences which allow the participation of customers in a more active way. This research aimed to study how the design in collaboration with other disciplines, participate in the construction of sensory experiences in commercial environments to generate affinity with the consumer. To validate this study, the methodology of Yin (2013) was used at an exploratory level, performing data collection through semi-structured interviews and direct observation in two fashion stores, one was a female store and the other one was a male one. The collected data was examined in a qualitative way, focusing on what was projected at a sensorial level in the store environment and what was perceived by the final consumer in those areas. The purpose of the research, besides understanding and analyzing the resources used by the professionals involved in the projection of the sensory experiences of the environments, is to reflect about other fields of action where the designer can take advantage of his abilities.

From the creation of traditional board-games to their translation into digital interfaces, a new era seems to be starting, where the need for physical sensory interactions battles the benefits brought on by technology. This is where hybrids are born as a middle ground that blends the benefits of these two forms of play. And while new hybrid game designs should cater these benefits equally, it seems that these post digital board-games, have still been focused in proposing new technologies, rather than new interactions. A shift in focus is now necessary, placing hybrids as a bridge between physical and digital domains, towards innovative interactions in gameplaying experiences. As games are set in a context that blends imaginary narratives with real contexts and players, exploring new forms of interaction is only made possible by looking beyond what games are, and into the experiences they provide. In that sense, this design process will explore deduction game components, such as the communication of clues that lead players to discover the solution and win the game. The final concept, Lines of Thoughts, contributes to the discussion by looking at materiality in interactions as something not only seen literally defined in physical form, but also metaphorical. Elements that would otherwise be intangible, such as thoughts, can be made tangible through technologically enhanced lines that can be created, seen, touched, heard, and, ultimately, interacted with.

Background: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting. Method: an extensive search of databases and current literature on sensory experiences of children with an ASD and interventions that facilitate coping. Results: Children with an ASD experience a wide range of sensitivity and defensiveness toward stimuli that differs on an individual basis. There is no current research that reflects nursing interventions for children with an ASD, therefore interventions from other heath care occupations were examined and applied to nursing. Conclusion: Further research is needed to better understand sensory defensiveness and research is needed in the area of nursing interventions to enable the best nursing care of children with an ASD.

A presente Dissertação de Mestrado investiga os modos como um grupo de bebês de sete a vinte e seis meses de idade, de um berçário de uma escola Pública de Educação Infantil no interior do Rio Grande do Sul, se relaciona com diferentes materiais, denominados nesta pesquisa como Materiais Potencializadores. Tais materiais foram organizados à base de produtos naturais e/ou de alimentos, bem como daquilo que é descartado. Em virtude da diversidade de formatos, texturas, cores, cheiros e sabores, nesta investigação eles são compreendidos como ferramentas que prolongam, medeiam, integram e ampliam as interações estabelecidas pelos bebês que, ao se relacionarem com essas múltiplas possibilidades, elaboram suas percepções e sensações acerca do mundo que os rodeia. A pesquisa buscou compreender os modos como os bebês exploram os Materiais Potencializadores, como o tempo e os espaços interferem nas relações estabelecidas a partir desse contato e como essas relações contribuem para o estabelecimento das interações entre os bebês. Num primeiro momento, a investigação se deteve na observação do contexto investigado para, dessa forma organizar e desenvolver experiências de aprendizagens pensadas para e com os bebês. Esta pesquisa se aproxima da abordagem da pesquisa-intervenção, na medida em que crianças e pesquisadora caminharam juntas. As ferramentas que contribuíram para a coleta e análise dos dados se sustentaram na observação participante, no diário de bordo, nos registros fotográficos e de vídeos. Os pressupostos teórico-metodológicos se apoiaram nos estudos da Sociologia da Infância, inspirando-se nas ideias de Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt e Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), entre outros. As análises realizadas nesta investigação auxiliam na compreensão da potência dos bebês no que diz respeito às suas possibilidades e pré-disposição em se relacionarem tanto com os Materiais Potencializadores planejados e oferecidos quanto com os que despertavam seus interesses. Dessa forma, demonstram que os modos como os bebês compreendem o tempo e espaço para agirem sobre o mundo que os circundam difere — muitas vezes, consideravelmente — das expectativas dos adultos, as quais estão intimamente ligadas a regras e normatizações do cotidiano dos berçários. Observei ainda que as relações estabelecidas no contato com os Materiais Potencializadores possibilitaram a ampliação das experiências sensoriais e sensíveis nos bebês, na medida em que foram construídas a partir de uma atenção para o sensorial, o sensível. Esse fato possibilitou constituírem seus conhecimentos, passando a compartilhá-los entre eles e com os adultos, ampliando decisivamente suas interações. As reflexões apresentadas nesta Dissertação de Mestrado, desenvolvida a partir do Programa de Pós-Graduação em Educação, pela Faculdade de Educação da Universidade Federal do Rio Grande do Sul, apoiada na linha de pesquisa dos Estudos Sobre Infâncias, auxiliam na compreensão do Bebê-Potência, diante das múltiplas relações e percepções que estabelecem ao interagirem com a diversidade oferecida pelos Materiais Potencializadores que passaram a constituir os espaços do berçário investigado. / This Master’s Degree thesis investigates how a group of babies, age ranging from seven to twenty-six months, from a nursery school in the Public Children Education System, in the countryside of Rio Grande do Sul – Brazil, relates to various materials, here designated as Potentializing Materials. These materials were made from natural products and/or foods, as well as from discarded materials. Due to their variety of shapes, textures, colors, odors and flavors, in this investigation they were seen as tools that extend, mediate, integrate and broaden the interactions established by the babies, who perceive and feel the world that surrounds them by relating to these multiple possibilities. This study attempts to understand the ways these babies explore the Potentializing Materials, and how time and spaces interfere in the relationships established with this contact, and how these relationships contribute to establishing an interaction among the babies. Firstly, the investigation focused on observing the setting studied, and subsequently on organizing and developing learning experiments, thought for and with the babies. This research presents the intervention-research approach, as children and researcher followed a path together. The tools for data collection and analyses were based on participating observation, journals, photographic records and videos. The theoretical-methodological assumptions were supported by the studies of the Sociology of Childhood, based on the ideas of Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt and Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), among others. The analyses carried out help to understand the babies’ potential concerning their possibilities and predisposition to relate with both the Potentializing Materials designed and offered, and with those that aroused their interest. Thus, they showed that the ways babies comprehend time and space to act towards the world surrounding them differs – quite often and considerably – from the expectations of the adults, which are closely connected to rules and standardization of daily life in nursery schools. Furthermore, it was observed that relationships established upon contact with the Potentializing Materials enable the broadening of sensory experiences, once they were designed with a focus on the senses. This allowed them to build knowledge, which they shared with one another and with the adults, thus decisively broadening their interactions. The reflections presented in this Master’s thesis, developed in the Graduate Program of Education at the School of Education in Universidade Federal do Rio Grande do Sul, based on researches of Studies on Childhood, contribute to the babies’ “artist” actions, as well as to helping in understanding the Potentiality-Baby before multiple relationships and perceptions established when interacting with the diversity provided by the Potentializing Materials, that came to constitute the spaces of the nursery school investigated.

A presente Dissertação de Mestrado investiga os modos como um grupo de bebês de sete a vinte e seis meses de idade, de um berçário de uma escola Pública de Educação Infantil no interior do Rio Grande do Sul, se relaciona com diferentes materiais, denominados nesta pesquisa como Materiais Potencializadores. Tais materiais foram organizados à base de produtos naturais e/ou de alimentos, bem como daquilo que é descartado. Em virtude da diversidade de formatos, texturas, cores, cheiros e sabores, nesta investigação eles são compreendidos como ferramentas que prolongam, medeiam, integram e ampliam as interações estabelecidas pelos bebês que, ao se relacionarem com essas múltiplas possibilidades, elaboram suas percepções e sensações acerca do mundo que os rodeia. A pesquisa buscou compreender os modos como os bebês exploram os Materiais Potencializadores, como o tempo e os espaços interferem nas relações estabelecidas a partir desse contato e como essas relações contribuem para o estabelecimento das interações entre os bebês. Num primeiro momento, a investigação se deteve na observação do contexto investigado para, dessa forma organizar e desenvolver experiências de aprendizagens pensadas para e com os bebês. Esta pesquisa se aproxima da abordagem da pesquisa-intervenção, na medida em que crianças e pesquisadora caminharam juntas. As ferramentas que contribuíram para a coleta e análise dos dados se sustentaram na observação participante, no diário de bordo, nos registros fotográficos e de vídeos. Os pressupostos teórico-metodológicos se apoiaram nos estudos da Sociologia da Infância, inspirando-se nas ideias de Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt e Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), entre outros. As análises realizadas nesta investigação auxiliam na compreensão da potência dos bebês no que diz respeito às suas possibilidades e pré-disposição em se relacionarem tanto com os Materiais Potencializadores planejados e oferecidos quanto com os que despertavam seus interesses. Dessa forma, demonstram que os modos como os bebês compreendem o tempo e espaço para agirem sobre o mundo que os circundam difere — muitas vezes, consideravelmente — das expectativas dos adultos, as quais estão intimamente ligadas a regras e normatizações do cotidiano dos berçários. Observei ainda que as relações estabelecidas no contato com os Materiais Potencializadores possibilitaram a ampliação das experiências sensoriais e sensíveis nos bebês, na medida em que foram construídas a partir de uma atenção para o sensorial, o sensível. Esse fato possibilitou constituírem seus conhecimentos, passando a compartilhá-los entre eles e com os adultos, ampliando decisivamente suas interações. As reflexões apresentadas nesta Dissertação de Mestrado, desenvolvida a partir do Programa de Pós-Graduação em Educação, pela Faculdade de Educação da Universidade Federal do Rio Grande do Sul, apoiada na linha de pesquisa dos Estudos Sobre Infâncias, auxiliam na compreensão do Bebê-Potência, diante das múltiplas relações e percepções que estabelecem ao interagirem com a diversidade oferecida pelos Materiais Potencializadores que passaram a constituir os espaços do berçário investigado. / This Master’s Degree thesis investigates how a group of babies, age ranging from seven to twenty-six months, from a nursery school in the Public Children Education System, in the countryside of Rio Grande do Sul – Brazil, relates to various materials, here designated as Potentializing Materials. These materials were made from natural products and/or foods, as well as from discarded materials. Due to their variety of shapes, textures, colors, odors and flavors, in this investigation they were seen as tools that extend, mediate, integrate and broaden the interactions established by the babies, who perceive and feel the world that surrounds them by relating to these multiple possibilities. This study attempts to understand the ways these babies explore the Potentializing Materials, and how time and spaces interfere in the relationships established with this contact, and how these relationships contribute to establishing an interaction among the babies. Firstly, the investigation focused on observing the setting studied, and subsequently on organizing and developing learning experiments, thought for and with the babies. This research presents the intervention-research approach, as children and researcher followed a path together. The tools for data collection and analyses were based on participating observation, journals, photographic records and videos. The theoretical-methodological assumptions were supported by the studies of the Sociology of Childhood, based on the ideas of Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt and Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), among others. The analyses carried out help to understand the babies’ potential concerning their possibilities and predisposition to relate with both the Potentializing Materials designed and offered, and with those that aroused their interest. Thus, they showed that the ways babies comprehend time and space to act towards the world surrounding them differs – quite often and considerably – from the expectations of the adults, which are closely connected to rules and standardization of daily life in nursery schools. Furthermore, it was observed that relationships established upon contact with the Potentializing Materials enable the broadening of sensory experiences, once they were designed with a focus on the senses. This allowed them to build knowledge, which they shared with one another and with the adults, thus decisively broadening their interactions. The reflections presented in this Master’s thesis, developed in the Graduate Program of Education at the School of Education in Universidade Federal do Rio Grande do Sul, based on researches of Studies on Childhood, contribute to the babies’ “artist” actions, as well as to helping in understanding the Potentiality-Baby before multiple relationships and perceptions established when interacting with the diversity provided by the Potentializing Materials, that came to constitute the spaces of the nursery school investigated.

A presente Dissertação de Mestrado investiga os modos como um grupo de bebês de sete a vinte e seis meses de idade, de um berçário de uma escola Pública de Educação Infantil no interior do Rio Grande do Sul, se relaciona com diferentes materiais, denominados nesta pesquisa como Materiais Potencializadores. Tais materiais foram organizados à base de produtos naturais e/ou de alimentos, bem como daquilo que é descartado. Em virtude da diversidade de formatos, texturas, cores, cheiros e sabores, nesta investigação eles são compreendidos como ferramentas que prolongam, medeiam, integram e ampliam as interações estabelecidas pelos bebês que, ao se relacionarem com essas múltiplas possibilidades, elaboram suas percepções e sensações acerca do mundo que os rodeia. A pesquisa buscou compreender os modos como os bebês exploram os Materiais Potencializadores, como o tempo e os espaços interferem nas relações estabelecidas a partir desse contato e como essas relações contribuem para o estabelecimento das interações entre os bebês. Num primeiro momento, a investigação se deteve na observação do contexto investigado para, dessa forma organizar e desenvolver experiências de aprendizagens pensadas para e com os bebês. Esta pesquisa se aproxima da abordagem da pesquisa-intervenção, na medida em que crianças e pesquisadora caminharam juntas. As ferramentas que contribuíram para a coleta e análise dos dados se sustentaram na observação participante, no diário de bordo, nos registros fotográficos e de vídeos. Os pressupostos teórico-metodológicos se apoiaram nos estudos da Sociologia da Infância, inspirando-se nas ideias de Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt e Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), entre outros. As análises realizadas nesta investigação auxiliam na compreensão da potência dos bebês no que diz respeito às suas possibilidades e pré-disposição em se relacionarem tanto com os Materiais Potencializadores planejados e oferecidos quanto com os que despertavam seus interesses. Dessa forma, demonstram que os modos como os bebês compreendem o tempo e espaço para agirem sobre o mundo que os circundam difere — muitas vezes, consideravelmente — das expectativas dos adultos, as quais estão intimamente ligadas a regras e normatizações do cotidiano dos berçários. Observei ainda que as relações estabelecidas no contato com os Materiais Potencializadores possibilitaram a ampliação das experiências sensoriais e sensíveis nos bebês, na medida em que foram construídas a partir de uma atenção para o sensorial, o sensível. Esse fato possibilitou constituírem seus conhecimentos, passando a compartilhá-los entre eles e com os adultos, ampliando decisivamente suas interações. As reflexões apresentadas nesta Dissertação de Mestrado, desenvolvida a partir do Programa de Pós-Graduação em Educação, pela Faculdade de Educação da Universidade Federal do Rio Grande do Sul, apoiada na linha de pesquisa dos Estudos Sobre Infâncias, auxiliam na compreensão do Bebê-Potência, diante das múltiplas relações e percepções que estabelecem ao interagirem com a diversidade oferecida pelos Materiais Potencializadores que passaram a constituir os espaços do berçário investigado. / This Master’s Degree thesis investigates how a group of babies, age ranging from seven to twenty-six months, from a nursery school in the Public Children Education System, in the countryside of Rio Grande do Sul – Brazil, relates to various materials, here designated as Potentializing Materials. These materials were made from natural products and/or foods, as well as from discarded materials. Due to their variety of shapes, textures, colors, odors and flavors, in this investigation they were seen as tools that extend, mediate, integrate and broaden the interactions established by the babies, who perceive and feel the world that surrounds them by relating to these multiple possibilities. This study attempts to understand the ways these babies explore the Potentializing Materials, and how time and spaces interfere in the relationships established with this contact, and how these relationships contribute to establishing an interaction among the babies. Firstly, the investigation focused on observing the setting studied, and subsequently on organizing and developing learning experiments, thought for and with the babies. This research presents the intervention-research approach, as children and researcher followed a path together. The tools for data collection and analyses were based on participating observation, journals, photographic records and videos. The theoretical-methodological assumptions were supported by the studies of the Sociology of Childhood, based on the ideas of Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt and Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), among others. The analyses carried out help to understand the babies’ potential concerning their possibilities and predisposition to relate with both the Potentializing Materials designed and offered, and with those that aroused their interest. Thus, they showed that the ways babies comprehend time and space to act towards the world surrounding them differs – quite often and considerably – from the expectations of the adults, which are closely connected to rules and standardization of daily life in nursery schools. Furthermore, it was observed that relationships established upon contact with the Potentializing Materials enable the broadening of sensory experiences, once they were designed with a focus on the senses. This allowed them to build knowledge, which they shared with one another and with the adults, thus decisively broadening their interactions. The reflections presented in this Master’s thesis, developed in the Graduate Program of Education at the School of Education in Universidade Federal do Rio Grande do Sul, based on researches of Studies on Childhood, contribute to the babies’ “artist” actions, as well as to helping in understanding the Potentiality-Baby before multiple relationships and perceptions established when interacting with the diversity provided by the Potentializing Materials, that came to constitute the spaces of the nursery school investigated.

Our purpose with this research is to highlight that there is a scope for increased value creation in the experience room during concerts, and how value-enhancing strategies can be a competitive advantage for different venues. In our investigation of this we have worded the following research question: How is the perceived customer value affected during a concert in the experience room and its physical environment? With the background in this question we have identified three key concepts that we believe are the influence of the total concert experience which are; sensory experiences, interaction and identity. From these concepts we have drafted a number of propositions to test the reality by our empirical data collection.

The purpose of the present thesis is twofold; the first part comprises a theoretical analysis of the concept muse-ical in an attempt to describe similarities and differences between the concepts muse-ical and aesthetic and furthermore, to identify the distinguishing features of a muse-ical approach and a muse-ical program. The second part of the thesis reports on an empirical study among student teachers who have chosen to study the program Muse-ical Learning. They have been interviewed about their experiences and impressions of this new program. More specifically they have been given questions pertaining to museical, aesthetic, artistic, scholarly learning, sensory experiences, talent and finally how they conceive of the role of muse-ical learning in school and in society at large and what notions they have of their future work as teachers in the field. The first part is an analysis based on selected previous writings and research regarding the concepts muse-ical and aesthetic/esthetical. The approach taken to this reading is mainly hermeneutical. The second part of the thesis aims at describing how a group of student teachers experience museical learning. Data have been gathered by in-depth, semi-structured interviews. The aim of the analysis has been to emphasise qualitative differences in the ways the informants experience the phenomena actualised in the interviews. The approach in the analysis is, mainly, phenomenographic. The group of informants comprise 20 student teachers, which is about half of all students in the pioneer cohort of the program. Every student was interviewed individually in sessions that had a typical duration of 40-45 minutes. The interviews were transcribed in extenso by the author. In a historical perspective the origins of muse-ical can be traced back to antique Greece and the nine muses that were given to mankind by the gods. The ancient Greeks realised that artistic and intellectual activities are mutually dependent on each other. A further function of the muses, to care for the collective, social memory, seems also to have been forgotten in our time. Muse-ical activities also have to be combined with rhythm and harmony to get their ultimate form. This fact reflects the Greek conviction that order is a significant aspect of beauty. (Cosmos). Greeks aimed for a balance between the vivacious and engaging of Dionysus and the more strict and ordered of Apollo. One confusing circumstance in Plato´s texts concerning the word muse-ical is the translation of mousiké to mean music which is the case in Swedish, Danish, Norwegian and English. It makes a great difference whether our children are to be fostered in mousiké i.e. the arts of the muses and gymnastics or only in music and gymnastics. My conclusion is that Plato was of the opinion that the young should be fostered in mousiké and gymnastics. The word muse-ical appears in educational contexts during the mid 1920ies in Germany, when the sociologist Hans Freyer introduced the term. Muse-ical education is, in consonance with the ideas from ancient Greece, an integration of poetry, music and rhythmic movements. My conclusion from the theoretical analyses is that the muse-ical domain should be understood as an approach to learning that is based on: • A holistic attitude aiming at a balance between “hand, heart and brain”. • Time for reflection. • Muse-ical activities that give opportunities for applying different forms of expression, e.g. activities that comprise movement, sound, colour, form and drama. • Play is an important component. • The learner is the main actor. • The muse-ical perspective is superordinate to disciplinary categories of knowledge. • The muse-ical perspective should not be translated into a rigorous method. Teachers in all subject matter areas may take a muse-ical approach. Mathematics, history and chemistry for instance are as close to the muse-ical as music or drama. I prefer to regard the aesthetic and muse-ical as two different concepts, although with some overlap in meaning. There are common parts, some aspects are borderline cases and there are also, of course, distinct differences. Already the ancient Greeks stated that literary learning and sensory experience were mutually dependent on each other. The Swedish National Curriculum for the compulsory school also emphasises the importance of balancing these two modes of learning against each other. The results of the empirical study corroborate the conclusions of the theoretical analysis. The students repeatedly emphasise the importance of experience and involvement for the sake of their own learning. They do also stress the importance of connecting theory to practical components. Concerning integration of different areas of muse-ical learning there are different standpoints among the authors that I have referred to. The students’ arguments in favour of finding a common framework for all aesthetic areas are basically that they contain common creative aspects and that they all involve bodily and emotional aspects of learning. The students emphasise, in particular, two positive aspects of the aesthetic areas and muse-ical learning. Firstly, they have a general, facilitating impact on learning regardless of context and content. Secondly, they may contribute significantly to the students’ self-confidence and thereby give them the courage to enter new areas and aim for higher goals than otherwise. A majority of muse-ical activities take place in social settings, which gives rich opportunities for the students to train their social skills. Even though it has been a demanding task to express the essence of muse-ical learning, theoretically as well as empirically, one may perhaps be comforted by realising that the magic of museical learning might disappear were it possible to define it in a distinct way.

The aim of this dissertation is to explore the possibilities of architecture as a sensory phenomenon and to explore how we can experience architectural space through all our senses, and how architecture can influence how we experience our senses in space. The project is located within the cultural node identified within the Nelson Mandela Development Corridor (MDC) and the proposed building is one of a cultural centre for the visual and performing arts. The centre is aimed at creating a heightened awareness and insight into the creative processes of artists and performers for the general public, community, users and occupants of the centre and passers-by. This will be achieved through the creation of visual connections and physical interactions between the users, artists and performers and passers by as well has creating a heightened experience of space and place on a human scale for visitors, performers, artists and general public. The centre also incorporates retail, commercial and residential components in order to energise the square and centre throughout the day and night, creating an active 24hour environment, which is often lacking in a development of this nature. The activities of the centre, along with those of the existing Oeverzicht houses and old M.O.T.H. club, that have been incorporated into the development spill out onto a central urban activity square, where impromptu and planned performances are to be staged. The aim of the development is ultimately to develop a synthesis between arts, culture, economy and urban vitality by creating a platform for the arts. The aim of this dissertation is to explore the ability of spaces inside this building typology to assist in inspiring each of its occupants through the creation of memorable spatial experiences. / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted