Investigating the spectrum of gender and ornamentation through making
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Authors
Hochstein, Gina
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2025-01
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Conference Contribution - Oral Presentation
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New Zealand
architecture education
gender identity in architecture
architecture and art
jewellery
human body
architecture education
gender identity in architecture
architecture and art
jewellery
human body
ANZSRC Field of Research Code (2020)
Citation
Hochstein, G. (2025, January, 8-10). Investigating the spectrum of gender and ornamentation through making [Paper presentation]. AMPS: Representation in Creative Pedagogy: The arts, humanities and design, USA, Chile, Indonesia.
https://hdl.handle.net/10652/7256
Abstract
There is a growing need to discuss gender in the broadest sense within the pedagogy of teaching architecture by using representation in teaching and learning. This paper will reflect on my design studio as part of a Summer School in 2024, that focused on gender, connection points, and making/casting with theory using ceramics, plastic, and resin as architectural objects for ornamentation of the body. The premise was that jewellers and architects examine architectonic concerns through their varying mediums and whether architects explore any of the aesthetic concerns of the jeweller.
By giving students various texts about the spatial relationships of the body, drawing, testing, and making, the resulting creative output used the body as a site. An iterative design process was encouraged to generate innovative solutions to complex and sometimes unpredictable problems, such as a shift in materials and scale. Their final work will be displayed in an upcoming exhibition in Aotearoa, New Zealand.
Ornamentation, as both art and architecture, was explored through rapid prototyping, three-dimensional printing, making objects/artefacts, and casting models. This exploration provided a platform for expressing different cultural and traditional beliefs, fostering an understanding of diversity. Students were encouraged to draw from their unique experiences and responses to create pieces, a portfolio, and academic writing. This approach not only encouraged critical analysis and reflection but also facilitated a deeper understanding of the relationship between precedents, theory, literature, and prototyping, producing tangible research.
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