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Paper Making Workshop – Mabon 29 sept 2022

Written by Juliëtte Douet & Julia Wilhelm
7 November 2022

When we came back to the Rooftop Garden after the summer break, we found dried-out skeletons of lavender, sage, and sunflowers in the once thriving beds. Sadly, most of the plants that were growing tall and happy, sprouting flowers, and producing red beet, zucchinis, and pumpkins in June, had died out over the uncommonly dry and hot summer, as nobody had bothered to water and tend to them. Only the succulents were unbothered by the heat and some resistant strawberries, crouching in the shade of taller plants, had magically survived and were spreading their shiny, grooved, dark green leaves over the ground. Luckily, some of the plants had left us pockets filled with seeds.


We realized how the university calendar does not attend to the seasonal needs of plants, and we need to think about planting heat-resistant varieties or constructing an elaborate watering system for the coming summer. After the initial shock, we decided to stay with the trouble and organize a paper making workshops using the dried plants and seeds. We teamed up with the Publication Station for our Autumn Equinox Paper Making Workshop on the 29th of September, to inaugurate the new academic year and mourn the plants that didn’t make it through the summer.

The weather was irregular on that Thursday, sunshine and grey clouds were alternating, forcing participants to take on and off their jackets constantly. After everybody poured themselves a cup of tea and had some snacks, Carla and Juliette from the SPIN collective introduced the context of the Rooftop Garden, and invited the students to give a new life to the plants by turning them into paper. As an ice-breaker exercise, Juliette invited everybody to share their names and imitate the plant they felt like at that moment.

On tables one could find buckets filled with water and rests of fabric and paper, as well as a blender, and different kinds of flat sieves. Even though it is possible to make paper from dried plants, it is easier to recycle paper and fabric to integrate pieces of the plants. Wilco from the Publication Station guided us through the paper making process. He explained how paper used to be made from cotton, resulting in a smoother surface and more resilient structure. Nowadays, paper is usually made from the fiber of trees. Through soaking old paper or fabric rests in water, the fibers get separated, and a chewy pulp of fibers mixed with water is left-over. To get the water out of the pulp, a sieve is pulled through the water. The thin layer of fiber from the sieve is then put on a piece of felt, and the excess water gets pushed out. After drying, the isolated fiber will stick together, forming a sheet of paper.

When the paper is still wet, one can add pieces of plants, seeds, or other materials as decoration. Wilco’s explanations were accompanied by the constant hissing of the ventilation, which made it sometimes difficult to understand his words and forced students to lean towards him and listen intently. He showed some examples of different kinds of paper made by students.
In different buckets filled with reddish rainwater that had accumulated in pots on the Rooftop Garden, we dissolved scraps of paper from the trash bunker, newspaper paper, and natural cotton fiber. Students took turn in pulling sieves through the paper mush and decorating their sheets with dried plants. After they felt comfortable with the technique, they got more creative, experimenting with making gradients through using black and white paper pulp, drawing with colored pulp, and blending different kinds of paper.


Once finished with their paper creations, the participants layed them out to start the drying process all along the benches and tables on the rooftop. These papers were then stacked on top of each other and placed in a press from the publication station, to squeeze out the water. Some students even took turns standing on this press for more strength. After the participants slowly trickled out of the event, Wilco, Carla and Juliette cleaned up the space and brought all the papers to the publication station to dry and eventually be picked up by their creators the following week.

  • Aldje van Meer
  • November 11, 2022
    • Learn from the Living Library
    • News & Events
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[NL] Worm hotel – the smallest hotelchain!

🌱 Composteren kun je leren! Met een wormenbak in je tuin, dak- of balkontuintje doe je dat namelijk gewoon lekker zelf. Op 8 februari maak je met slimme tips & tricks je eigen wormenhotel en word je hotelmanager van de kleinste hotelketen van Rotterdam!

🐛 HOTELMANAGER? Ja, echt. Naast dat je je eigen wormenhotel maakt, word je ook opgeleid tot rasechte manager.

Wat heb je nodig?

Voor dit wormenhotel heb je weinig nodig. Mayobakken, of andere horecabakken van 5 liter die goed op elkaar passen, een boormachine met een 2mm en 6mm boor, een stanleymes

Download de PDF

Boekje wormenhotel mayobakken

  • Leest, E. van der
  • October 17, 2022
    • Learn from the Living Library
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ENERGY FIELDLAB in action – Elective Kites & Energy

 

 

FIELDLAB – wind energy harvesting in combination with kite making

LAB: we dived into the idea of experiencing generating energy with kites by making kites, by making a simple electro-motor, by making a propeller from a pet bottle, by using an existing generator and adding this with the propeller to the kite.

We made first small kites, we flew these kites, by running in school, by using the wind outside the building – then in groups we made a bigger kite.

We did practice an electric circuit and even (briefly) looked at the use of microcontrollers for sensing, for steering.

We looked at existing far more advanced projects.

FIELD: We flew the kites, we had the propellor turning, made pictures and movies, we proved that the concept could work, even in this simple set-up.

We reflected on our experiences, and how we could apply this energy-kite experience to other fields or projects, like the Major.

In a logbook the students wrote what they did each days, and their experiences, feelings, making sketches, adding samples.

The educational model is experiential learning: start by doing (playing), getting your hands involved. Then look what works, what could be improved. Try again.

Some stages from the affective taxonomy could be traced: being present, responding, having enormous fun in flying the kite at the Kralingse Plas. The first tries to personalise the kite.

Emergency (from the description of the workshop by Beam)

Energy, we use it all the time. Just get it out of the wall, burn some petrol. But wait! Where does this energy come from? The Earth, the Sun…and do we give something back? No???? Just take and not give back – that means…problems!!! Energy scarcity, fighting for the last drop of energy. This elective will investigate a way not to steal energy from the Earth. We will harvest the energy from the wind, using designer ways: making. Designers can invent, build, test, reflect and improve.

We as designers will build a kite, we will build a dynamo. We need some electronic and a microcontroller, which we also learn on the way. Then we fly the kite with the energy device and show the World how to behave – like a responsible designer!

Detailed program and links:

Kites&energy

From Interaction Station Wiki

first elective day program – kite making session

welcome!

intro

Emergency!!!!! Energy is …

  • a paradox So called taai vraagstuk (Dutch), or wicked problem
  • there is so much
  • it is not enough
  • and what there is – climate change
  • at least
    • don’t waste – but what is wasting energy exactly?
    • reuse existing energy – wind is energy
    • reduce footprint -but again what is a footprint?
    • address the paradox problem – become aware of its complexity

Concept of “The Living Station” https://livingstations.wdka.nl

  • Energy as a substance for Design

experiential learning

this page: http://interactionstation.wdka.hro.nl/wiki/Kites%26energy

Elective picture page: https://www.flickr.com/photos/contrechoc/albums/72177720298378464

trying out kites by….wind….running…adjusting….making movies….documenting

lunch talk by Sandrine

making the Indian bana kite https://www.youtube.com/watch?v=u8cI7EN97oU

adjusting kite properties

intro microcontrollers

reflection on learning

showing and or flying some kites

second elective day program – electro motor and propeller session

start at 9:00

Sandrine: energy transformation – what is a motor –

A “normal” motor works on a heat difference – steam engine, car motor.

Motors on wind or solar energy don’t use a heat difference. First there is electricity from somewhere, then with a clever trick of copper wiring, this is converted into movement. The clever trick uses the principle of induction.

let’s take a look at some “real” kite energy projects video’s

some intro electricity from magnets and spools

demo special generator spool

making spool from copper wire https://www.youtube.com/watch?v=WI0pGk0MMhg and the funny rotator: https://www.youtube.com/watch?v=voHz6sxwQ2Q

study difference

  • electro motor
  • generator
  • stepper motor

making propeller

checking with volt meter

kite theory

different kites

again microcontrollers

connecting to the microcontroller maybe?

reflection on learning

improving kite making

  • color the kite surface
  • put text on the kite surface

Thursday – third elective day program – making a bigger delta kite

in your group, you work on your project of kites and energy

there is a small generator available for your group.

one way to go is making a sort of delta kite (the one I showed you) and add your propeller

make a better propeller if necessary, or add all propellers….

find out and make a connection to the generator (making challenge)

show that the led is lighting up

if finished - test you propeller kite in the air this is for Friday

Friday – fourth elective day program – testing kite + electrometer system

morning – you finish your kites in school, so that we can all see what you did and already discuss it.

afternoon - flying the kites

kite ready?

energy system attached?

Location Kralingse Plas, depending on the wind direction, one of the four sides of this square lake.

hopefully there is enough wind – otherwise you have to run your kite

great site for wind prediction: wind finder.com – https://www.windfinder.com/#13/51.9352/4.5300/2022-06-10T12:00Z

doing making reflecting documenting

Monday fifth elective day program – reflecting – improving

Monday morning 10:00 – 12:30 we will start the last session.

Bring your bigger kite to school!

We will review the elective and find out what you learnt – also how your learning style.

We will look back at the program and make a general documentation using your best pictures, stories and thoughts

During your kite making don’t forget to make pictures.

At 12:00 or so I have to review your activities from the “logbook” where you made notes and decide if you have passed the elective or not – based on your activities.

showing chatting doing making reflecting documenting

what did we learn? More important: HOW did we learn, how did you learn, there are different styles....

elective main learning goals

making – on two levels

  • design part: kite, shape but also dynamics – something that lifts of in the air
  • design challenge or mission – generation of energy (solving the emergency) by using wind

making – styles

  • improvised making
  • being able to switch between materials and technology
  • reflection on what you make – how to improve

making with uncertainty

  • not being expert in either kite design or energy – how to deal with this?
  • stay in your flow zone – yes, easier said than done 🙂
  • you start with all kinds of unknown techniques, materials, concepts – coping strategies
  • try out, make mistakes, fail and go on
    • learning is only be done by making mistakes, so mistakes are not at all catastrophes, errors or stupid!!!!
    • making mistakes: loss of time, money….yeah – that is learning – but then it is not wasting time!
    • stress – yeah that is learning – try to keep yourself balanced
    • this is psychology – yes of course 🙂
    • if you see something beautiful, or somebody performing well …. be sure the person has put a lot of time and effort into it – and has suffered to get at this level.
  • resist giving up
  • reflect, take time for new approaches
  • ask advice
  • really practice sometimes, till you get it
  • be on the look out for other ways, even other subjects
  • remember your solutions, for other cases

making – reflections

  • practical making
  • critical making
  • investigating making

different learning domains

  • making
  • working with materials
  • working with tools and machines
  • integrating technology
    • electronics
    • microcontrollers
    • programming
  • testing, going out and fly the kite
  • check your goals
    • what is the energy coming out
    • did the kite fly well
    • was it designer fun
    • how can this be improved?
  • what did I learn
    • how will I try this differently the next time

Pedagogical Model

The model we use for this elective is experiential learning (D.A. Kolb, 1984: Experiential learning: experience as the source of learning and development, Englewood Cliffs, NJ: Prentice Hall)

There’s is even a model on top of this: of Kay Peterson and David A. Kolb, 2017 : “How you learn is How you live”: https://www.researchgate.net/publication/315449473_How_you_learn_is_how_you_live_Using_nine_ways_of_learning_to_transform_your_life

These models are within the so called affective domain – described or proposed by Bloom and Krathwohl – Handbook II. Affective domain – 1956 the text of which can be found here: https://archive.org/details/taxonomyofeducat0000bloo_o9o7

This affective domain is in contrast with the first domain of Bloom and Krathwohl – the cognitive domain.

We are at what I call “a school which operates mainly inside the affective domain”

Affective means here in school terms:

  • learning be being there (in the school) with your fellow students
  • by being present and actively engaged
  • by forming opinions on what your learn
  • by integrating, nurturing and developing these values inside your personality
  • by being changed by what you learn
  • thus learning could be called “subjective”

The affective domain is in contrast with, or next to the cognitive domain because in the cognitive domain you could learn by yourself, just by reading, in a very academic way, and the knowledge acquired is supposed to be objective.

There is a third domain: the psycho motor domain.

This is the “making” part of this elective in a way. You will become “skilled” that is you need to teach your hands, but also in running the kites, you need to learn how to move….

Of course, can we really separate ourselves into “cognitive”, rational, objective, and “affective”, subjective, and behaviour, movement? No! We are beings, and have it all at the same time.

But we like to make models, analyse, reflect don’t we?

making tools – machines

bigger machines:

  • 3D printer
  • lasercutter
  • sewing machine

smaller tools:

  • glue gun
  • cutter
  • fine saw
  • scissors
  • ruler

for electronics and microcontroller:

  • soldering device
  • volt meter
  • different electronic tools
  • programming environment and laptop
  • programmer

ways of kite making

Prototyping: DIY, cheap, fast

making a small tetrahedral kite from straws: http://mathandecon.councilforeconed.org/35/visuals/lesson7_activity.pdf

Professional

Then you need more expensive materials, good sewing skills, experience with kite making, ideas, kite passion

please make 10 more before even be starting to be proud of yourself! This is really “a skill”.

and a lot of practice making

but you need to be very inspired for this one: (not my own) https://www.flickr.com/photos/contrechoc/40654374043/in/album-72157707131754945/

special kite design challenge

very practicable

a kite needs to be foldable!

the door and the kite problem: https://www.flickr.com/photos/contrechoc/48670548301/in/album-72157707131754945/

https://www.flickr.com/photos/contrechoc/51236538009/in/photostream/

for this elective I propose the delta , which is foldable: https://www.flickr.com/photos/contrechoc/47906437801/in/album-72157707131754945/

self made delta in flight: https://www.flickr.com/photos/contrechoc/47985659773/in/album-72157707131754945/

bought delta in flight (video): https://www.flickr.com/photos/contrechoc/47277639981/in/album-72157707131754945/

kite materials

cheap DIY

  • newspaper paper
  • plastic from bags etc
  • any light weight paper or material
  • BBQ sticks!
  • bamboo

Special material

  • carbon fiber
  • wooden sticks

kite shop

in the neighbourhood (Schiedam) https://www.depaddestoel.nl – can also order online here

online: bv https://www.devliegerwinkel.nl/nl/

also amazon.nl and bol.com

kite theory

nasa site: https://www.grc.nasa.gov/www/k-12/airplane/kite1.html

kite tails

rotating tails, bought from shop (Beams kite) : https://www.flickr.com/photos/contrechoc/52028850994/in/album-72177720298378464/

propellor making

we will start “propellers” folding rotating thing: https://www.youtube.com/watch?v=6MJ2eDFSklA

different shapes: https://www.flickr.com/photos/contrechoc/52121329996/in/dateposted/

material: pet bottle plastic and sheet metal from tins

Beam’s example: https://www.flickr.com/photos/contrechoc/52121329996/in/dateposted/

from metal cans: don’t cut your fingers and hand: https://www.youtube.com/watch?v=WEQnYfp1THM

3D printing: https://www.flickr.com/photos/contrechoc/52111439912/in/album-72177720298378464/

Thingiverse: https://www.thingiverse.com/thing:173994

Other kinds of small wind turbines:

basic electronics

what is V – Volt – symbol V

what is Ampere – current – symbol I

what is resistance – symbol R

Law of Ohm connect V and I and R: V = I times R – this seems simple but can get complicated when several circuits are combined.

what is a circuit?

basic electronic components we will use

electonic components is series

electronic components in parallel

battery – producer of energy has a voltage

wire – is conductive – connects components

resistor – any component has a resistance and gives a drop in voltage

diode – something that lets current through or not depending on the direction – also has a voltage drop – LED

speaker – transfers energy into sound

electromotor – either makes rotation – movement – from voltage and current (electric energy) or makes electricity from rotation (as a generator)

advanced

voltage regulator – prevents voltage above a certain boundary, for instance 5V

rectifier – makes DC current from Alternating current

electro motors

typically designerish: exploring into a very specialised field … as naive as a baby….:-)

a bit clumsy: https://www.youtube.com/watch?v=WI0pGk0MMhg

see Beam’s experiment: https://www.flickr.com/photos/contrechoc/52112947630/in/album-72177720298378464/

and try this one:

Making smallest DIY dynamo motor: https://www.youtube.com/watch?v=nCplwikusyw

Advanced explaining and using a stepper motor:

Making generator from stepper motor: (using h-bridge, capacitor)

mini wind turbine: https://www.youtube.com/watch?v=938dTRrwrYc (a test if it is worth the trouble of printing)

(well commercially …. but for “learning”!!!!)

this is the turbine he is talking about: https://www.amazon.nl/TEX-Energy-Infinite-Ausgangsstrom-Micro-USB/dp/B075RF17NV/ref=sr_1_1?__mk_nl_NL=ÅMÅŽÕÑ&crid=1064Q9X69FI5I&keywords=Infinite+Air&qid=1654454500&sprefix=infinite+air%2Caps%2C158&sr=8-1

pretty big for our kites….

why not using these bigger motors???

advanced: electrometers are … complicated…https://www.youtube.com/watch?v=AdNVg1MWc8c

see also the links in the description of this video

so here we conclude … yeah, but is is very speculative….

microcontroller

a microcontroller can be programmed to open or close circuits

we will use this to try to send morse code from the kite

needs energy, which comes from the electrometer which is rotated by the wind

script for Attiny85 on kite: https://github.com/contrechoc/watchdog_for_kite/tree/main

For this elective – microcontrollers:

programmable as Arduino, but smaller and lighter:

programmable as Arduino, but smaller and lighter: (needs a programmer)

ordering microcontrollers, electronics

I order online

webshops which deliver fast: (in the Netherlands)

specially for electronics

electronics, Beam’s setup for a stepper motor

https://www.flickr.com/photos/contrechoc/52112974355/in/album-72177720298378464/

https://www.flickr.com/photos/contrechoc/52111439912/in/album-72177720298378464/

using a rectifier because of alternating current, then a voltage regulator: https://www.flickr.com/photos/contrechoc/52117231590/in/dateposted/

using a script with a “watch dog timer” in the ATtiny85

the IKEA LJUSA shows how the rectifying circuit should be done in a “real energy harvesting device”: https://www.flickr.com/photos/contrechoc/52126074143/in/photostream/

energy harvesting

collecting small amounts of energy and transfer this into electricity

  • movement, vibration
  • temperature differences
  • solar energy
  • radiation energy, for example WFI
  • plant energy, like algae, or bacteria around roots of plants

what is “small”?

what to do with small amounts of energy?

  • collect data, like temperature, pollution
  • send data to a bigger device

very small devices, small batteries, specialised chips, for example LTC

very small energies: not something that charges your smartphone.

an old blog of Beam: https://energyharvestingresearch.wordpress.com/author/contrechoc/ e-textile summercamp workshop: http://etextile-summercamp.org/2014/capacitor-energy-harvesting/ Beam interaction station page: http://interactionstation.wdka.hro.nl/wiki/Research/Research2014-2015-Beam#Research:_Design_and_Energy_Harvesting

applied in this elective: generate energy for sending a morse code for a LED

elective pictures

Beam’s picture collection on Kites&energy: https://www.flickr.com/photos/contrechoc/albums/72177720298378464

design and inventor sites on kites and energy: “the real”

Scottisch inventor:

Kite power systems: https://www.youtube.com/watch?v=vMTchVXedkk

KiteKraft: https://www.youtube.com/watch?v=42jvQpgfm94

Florian Bauer – kiteKraft blog: https://medium.com/@florian.bauer

kite design

Kite building archive: https://www.kiteplans.org

Kites-101: https://sites.google.com/site/kites4all/kite-101

https://drachen.org

Beam’s kite projects

Beam’s kite project in France: https://airlaboart.wordpress.com

Beam collaboration with Hans Was – poet – project “Woorden in de Wind”: https://www.youtube.com/watch?v=mDw3T5K2qls

and this elective!

  • Bram (Beam) van Waardenberg
  • September 6, 2022
    • Learn from the Living Library
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WATER FIELD LAB – MAAS EDITION 

The WATER FIELD LAB – MAAS EDITION elective is the second edition of the Water FieldLab that it took place on specific location in Rotterdam – the waterways around the WdKA: Leuvehaven, Bierhaven, Rederijhaven, Scheepmakershaven, Wijnhaven, Oude Haven, Haringvliet, Boerengat, and Buizengat. The specific context, the experts and stakeholders connected to the Maas are providing specific input. Through experimentation and research on site the aim is to get to know the challenges of this local setting.  

 

Elective Presentation PDF (2,3M)

 

  

CONTEXT

  

Throughout the centuries, due to the activities that happen in and around Rotterdam Port and climate change, the water ecosystems in this environment have changed completely. We have been exploiting the Maas waters for our human-centred economic benefit, resulting in threatening the environment which leads to the lack of biodiversity of fauna and flora. 

  

CHANGING PERSPECTIVES

How can we bring awareness, care to the river, and transform the way we interact with it? 

  

Through the centuries the industrial activities on the Maas River have changed its landscape above and underwater which decreased the biodiversity in this specific ecosystem.  The whole river becomes a research environment for participating students that will be introduced to Nature Inclusive Design, zooming in and out, from micro to macro.  

  

Students have worked with small groups and created a campaign to make the Maas become a real entity, in which the tutors have engaged the students to give voice for this endangered ecosystem. Some questions were made for the students to reply during their research and project development: 

  

Can we consider Rotterdam rivers as a being? More-than-humans?  

What if we design together and for other species?  

Would it be possible to add real value for the river and all the life which is still striving to live there? 

Who is the Maas?  

  

The aim of this elective is to give inputs for the students to think and execute ideas of how to integrate nature in the design, shifting the human-centred-design perspective to a direction where the living is present. The students investigated the species that are in the plan for re-integration in this landscape.  

  

Assignment  

  

How can we bring awareness to the Nieuw Maas?   

  

Within this 5-days elective, students were asked to develop:   

  

A ‘floating journal’: each day you will create drawings,  photographs, make notes, collages’, recordings etc. We would like you to challenge you to illustrate your experiences, what you have learned and what has brought your attention on that specific day. Please note that this can be anything; NOTHING IS WRONG!  

  

Next to this individual assignment we would like you (and your group) to contribute to an ‘interactive’ map which visualizes your explorations and documentation of the the waterways around the WdKA; Leuvehaven, Bierhaven, Rederijhaven, Scheepmakershaven, Wijnhaven, Oude Haven, Haringvliet, Boerengat and Buizengat.  

  

For the final presentation on Monday 13th, we would like you (and your group) to create a concept/poster/campaign/installation/video etc.) that generates awareness of the biodiversity and/or shows the importance of the water (Nieuw Maas) for the city and its residents.   

Program: 

  

Tuesday 7/6:  

On the first day, tutors Aldje van Meer, Ivan Henriques and guest artist Mark IJzerman, had a one-hour introduction about the elective for the students.  We divided them into smaller groups, and we had four boats to explore the waterways around WDKA in a 5-hour boat trip. While students were collecting water samples, Mark Ijzerman was explaining his new project where he collaborates with sessile, and also experimenting with real time underwater sounds. Students were equipped with diverse cameras, sound recorders and scientific tubes to collect as much data as possible to inspire them in their creation. They have collected different sorts of samples: water, sound, video, photos, organisms, and sediments from above and underwater.  

  

Wednesday 8/6  

Researcher and environmental lawyer Jessica den Outer was our second guest, who explained about the rights of nature with focus in the Maas River, and after her presentation she gave a theatrical workshop to be realized with the students in duos: one student play role a human and the other student a non-human in order to create a dialog. In a second moment a collective interactive map, where they have located their samples on a printed map. Afterwards, together with tutor Ivan Henriques and Sandrine D’Haene, students were invited to look at the water samples under the microscope. Many microorganisms were found, that gave them more insights to which direction their final awareness assignment would be.   

  

Thursdays 9/6  

The students were working in class developing their assignment with the research they have done so far. 

  

Friday 10/6  

Prior to the last elective day, tutor Aldje van Meer met the students at the New Institute, meeting Klaas Kuitenbrouwer and get to know about the new Tuin en Zoöp. After the meeting the students returned to WDKA to continue their assignment.  

  

Monday 13/6  

In the last elective day, the students presented their inspiring research and project, with diverse ideas: a video-poem projection, algae beer, a Water Museum re-using an old silo located at Buizengat. 

 

Students final presentation:

https://livingstations.wdka.nl/wp-content/uploads/2022/06/presentation-in-het-water.pdf

 

 

Mother Maas, elective Water Field Lab – Mas Edition (2022).

 

  • Martins Henriques, I.
  • June 27, 2022
    • Learn from the Living Library
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Water Field Lab

About

The Water Fieldlab is an educational program from WDKA (initiated by station coordinator Aldje van Meer) that takes place in Rotterdam and abroad to explore different approaches about water. Through experimentation and research on site and dealing with the topic ‘matter’ at hand, students get to know the challenges of this ‘local’ setting. This hybrid and cross-pollinating approach will allow for all current and future stakeholders to connect remotely and reflect on common issues both intimately and globally. 

 

WATER EVERYWHERE!

The Water Fieldlab started its first edition outside of WDKA walls, that happened during the Venice Architecture Biennale 2021 – How to Live Together, hosted by ECC – European Cultural Center, in Venice at Palazzio Michael. From the 3rd until the 16th October 2021, students had lectures of several professionals involved with the water rising issue in Venice to explore shallow waters from the Venetian Lagoon and get inspired by the Giardini exhibition site. The 20 young designers students, from the 3rd year’s Commercial Practice (CP), went to Venice together with tutors Ivan Henriques, Skye Maule-O’Brien, and coordinators from the CP Catelijne van Middelkoop and Charlotte Bik to perform the WATER EVERYWHERE! program.

 

“‘Water Everywhere’ started out by approaching ‘water as matter’ and questioning ways in which water, as we know it, can be investigated as a source, medium and matter and at the same time, regain meaning through artistic practice. With this meta-level approach and in-depth take on new material ideologies, multiple projects and research spin-offs were developed that illustrate several ways in which water can be re-imagined through experimental investigation methods, visualization, and materialization.”

(CP, Water Everywhere program 2021).

 

In the final day, students presented their ideas related to water in a 1 min video, expressing new ways of interacting with it, how to create other ways of transportation, communication and how to live under and above the water.

 

Fragile, K. Dyankov. 2021

 

We Are Water, M. Stojanowicz. 2021

 

Watersounds_, L. den Adel. 2021

 

 

 

 

  • Martins Henriques, I.
  • April 4, 2022
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About Living Stations

What are the Living Stations?
The Living Stations is the research platform connected to the stations within the Willem de Kooning Academy. Within the Living Stations we are questioning material practice within arts and design and investigate how to make and collaborate with ‘living’ and biological systems.

The idea of the living stations builds on the concept of the stations.
Stations are learning environments in which facilities and technologies are collected so that students are able to carry out there work and materialize their ideas. In addition, it is also a learning environment where research through making takes place.

Where the stations depart from certain technology, the living stations depart from a certain context and issue. The living stations want to be dynamic learning environments were students get introduced in certain matter, materials and technologies and are at the same challenged to respond to major societal issues.
The goal is to translate global complex issues – like ecological crisises – into tangible local (educational) challenges.

The living stations do not remain in the building of the WdKA but wants to step outside.
Collaboration is sought with other disciplines; colleagues from the Rotterdam School of Applied Sciences, scientist, local experts and entrepeneurs. We’ll seek for sustainable relations and collaborations through working together on local projects which matter.

The Living Stations are developing the following projects and programs;
Rooftop garden
The rooftop garden is initiated by the SPIN collective (students WdKA). The rooftop garden aims to be a student run space and become a place for; gardening, a place for well being, a place which supports eco-literacy and education which addresses climate change .

Trashbunker
In collaboration with municipal companies and communities like BlueCity and colleagues from the Rotterdam School of Applied Sciences we would like to build upon the student initiative the trash bunker. The trash bunker is a place were students can exchange resources and where materials can be re-used. The trashbunker is run by student assistents.

The LivingLab
We are setting up an elementary, basic biolab where students get introduced into collaborating with living systems and get aquinted with topics regarding biophilic and regenerative design.
The plan is to collaborate closely with science partners, colleagues from the Rotterdam School of Applied Sciences and Bluecitylab. The Living Lab will open in September 2022

Fieldlabs
Fieldlabs – are temporary labs at different locations in the city of Rotterdam where we focus on very specific topics that matter; for example; water, air, energy, food, wind and waste streams

– – – – – – – – – – – – – – – – – – – – – – – – – –
Why Living Stations?
The underlying ideas of the living stations were further developed by a new series of theoretical concepts; think of the so-called ‘Material Turn’ and the ideas surrounding post-humanism.

Within the The material turn the traditional divide between idea and matter is questioned and rejected as this has been established by Plato and Descartes. It also means to question and reject the divide between culture and nature.
And go towards new ecologies and forming new practices in thinking through matter and through material conditions.

So far, everything we make has been for the benefit of us humans. What does it mean to make when you don’t put people at the center of this process. In our (natural) human centered thinking, as artist and designers, we are depending on the technical appropriation of the material world. This appropriation is becoming more and more problematic and complex when things, algorithms, nature, animals; everything beside humans claim agency.

Current debates about climate change and decolonization have made us more aware of how everything is interconnected. This also means that we know that the technologies and/or materials we use in our practice do not stand alone. Technology is not neutral. This makes it necessary for us to take responsibility in education to think critically about which materials and technologies we use.

Technology is not neutral. We’re inside of what we make, and it’s inside of us.
We’re living in a world of connections – and it matters which ones get made and unmade.
Donna J. Haraway

How do we educate ourselves and how can you help students make better ecological decisions?
The urgency lies for us, in the fact that we not only want want to think or talk about this issues – but want to build on a perspective for action.
Through research and practice we build on several (educational) projects and programs which aim to help our students to come up with new perspectives – instead of becoming paralyzed.
An important question for us is to learn how to investigate, materialize and visualize our ideas without exploiting others and the world. Within the living stations we want to explore what it means to make when you don’t put people at the center of this process.

 

– – – – – – – – – – – – – – – – – – – – – – – – – –
Who are involved in the Living Stations?

The Research Group is a dynamic platform and collective within WdKA that research and questions 21st century making practices led by Aldje van Meer, in collaboration with Emma van der Leest, Ivan Henriques, Nadine Möllenkamp and Brigit Lichtenegger. Together they develop the living station in close collaboration with tutors, instructors and students from the Willem de Kooning Academy and with their professional network. 

Aldje van Meer currently works as senior lecturer at the Willem de Kooning Academy, Rotterdam University of Applied Sciences. In this position she is teaching, researching and exploring technical innovations relevant for artistic professions. She advises, inspires and implements the use of technology in the curricula of the Willem de Kooning Academy. Within the stations she is coordinating professional development and supervising research (through making).

Emma van der Leest is graduated in 2015 with a bachelor’s degree (honours) from the Willem de Kooning Academy in Rotterdam. Form Follows Organism: The Biological Computer is the title of her research and book on biodesign and the shifting role of a designer working collaboratively with scientists. Throughout the years Emma has developed a number of different working materials. She is also the founder of BlueCity Lab, an experimental and prototyping laboratory in the former Tropicana water park in Rotterdam. Her goal is to lower the threshold for anyone interested in working with micro-organisms and waste streams in the development of new materials.

Ivan Henriques is an artist, researcher and tutor at WDKA. Henriques works in multimedia installations examining living systems. He explores in his works hybrids of nature and (technological) culture creating new forms of communication between humans and other living organisms. He considers nature as inspiration and a necessary factor in the development of the technological world. Ivan developed the interdisciplinary group Hybrid Forms Lab and directs the mobile residency program EME (Estúdio Móvel Experimental, since 2008). His works are exhibited internationally, participating in festivals, residencies and talks.

 

background image: Tomás Saraceno, ALGO-R(H)I(Y)THMS, 2009.

  • Leest, E. van der
  • April 7, 2021
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Tips for Collaborations: Getting Started in the field of Bio Art & Design

Working with scientists, biologists and bioengineers poses a difficult but rewarding challenge when you are a designer or design student exploring biodesign. In addition to the task of diplomatically reaching out to these people, there is the ongoing effort of communicating effectively and managing the collaboration. Additionally, working with new biotechnology can be extremely difficult.

 

In this PDF , you can find tips and tricks to get started. Written by Tony Cho as addition to the Biodesign Book.

 

  • Leest, E. van der
  • June 17, 2020
    • Learn from the Living Library
    • Living Station Inspiration
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Coloured by Flavo

Coloured by Flavo

Coordination/Researcher TUDelft/Avans:
Elvin Karana

Coordination WDKA:
Aldje van Meer
Charlotte Bik

Scientist:
Colin J. Ingham & Radi Hamidjaja

Researchers/Artist/Designer:
Ivan Henriques
Emma Van Der Leest

MA Student, Researcher TUDelft:
Ward Groutars

Partners:

TU Delft, Avans University of Applied Sciences, CARADT, Willem de Kooning Academy, Wageningen University & Research, Protospace, Hoekmine B.V , BlueCity Lab

 

Structural Color

Structural Color is by no means a new phenomenon. Back in the 17th century, English scientists Robert Hooke and Isaac Newton observed the first structural colour in nature. Structural colour is visible in a number of organisms including the peacock tail feather, in which nanostructures interact with incident light to reflect intense hues, the Morpho butterfly and the shield of a beetle amongst others. Microscopically structured surfaces interfere with light and creating iridescent colours. In this research, we collaborate with Flavoacteria grown on low-value industrial waste, to create structural colour.

 

How does the Flavobacteria produces its structural color, and what is it exactly?

The challenge is to explore possibilities of the creation of objects and artifacts that are alive and can grow in such a way that the color of the artifacts colors can change through the structure of the objects in relation to the light reflecting the iridescence color.

How can we keep the Flavo alive? Within this question it opens for multiple ones; do we need to keep it alive? why and for what purpose? Can we use the properties of the structure to give color to our buildings, fashion and daily objects, without using polluting dyes? Can we grow it in symbiosis with other natural occurring organisms in our city?

 

 

The initial experiments occurred in collaboration with scientists Raditijo Hamidjaja and Colin Ingham from Hoekmine BV and TU Delft researchers Elvin Karana and MA alumni Ward Grouters. During this exploration it has shown that the geometry determines in certain angles, the light reflects from surfaces and interferes constructively. Other angles show us that the light interferes destructively; different colours therefore appear at different angles. The iridescence only happens when the bacteria is alive or after a few days before death.

 

 

 

 

Picture extracted from the scientific paper “Genetic Manipulation of Structural Color in Bacterial Colonies” where they show a study of the genetic manipulation of the structural coloration of Flavobacterium IIR WT and mutants / Diagram explaining how the light occurs being scattered by the  structure of the bacteria colony.

 

Except from the documentary Life That Glows, 2016. It is a British nature documentary programme made for BBC Television, first shown in the UK on BBC Two on 9 May 2016. The programme is presented and narrated by Sir David Attenborough. Life That Glows films the biology and ecology of bioluminescent organisms, that is, capable of creating light.

 

Research

Ivan and Emma harvested wild type Flavo bacteria from the Maas River in Rotterdam and De Esch, a city park. Flavobacteria are found in soil and fresh water in a variety of environments. The samples were stored in test tubes and jars. Immediately after the harvest they diluted drops of the water into a nutrient medium in the lab. They used cell spreaders to gently spread all the organisms in the petri dish. The water contains hundreds of other organisms such as bacteria and micro algae. In order to keep them alive, salt and a composition of nutrients are added to activate the Flavo bacteria. The process of isolating the Flavo could take days in order for them to light up between the other organisms. Once isolated, the colony can grown on its own.

 

 

Dissemination of Knowledge

workshop TUDelft

 

In September 2019, Ivan and Emma gave a series of workshops for TUDelft bachelor students from diverse engineering background. In this workshop, basics of laboratory protocols and usage were given, apart from an introduction of bioart and biodesign led by the artist/designer/reserchers Henriques and van der Leest. The aim for this workshop is to expand the students’ knowledge of emerging materials (smart and living materials) and their material pallets for prototyping.

 

The students were exploring possibilities of variables set by the workshop leaders. They divided themselves in groups and each one decided to go in depth in each of techniques with the focus in the change of time. They were observing the passage of time in of the bacteria from their transfer until their growth with the structures that they created.

In the first pictures, students used a 3D printer to create a surface where the flavo bacteria could adapt easily and create geometries to compose an artifact.

 

In a second moment, the same group created spheres with an edged rings to test the growth in such a surface.

 

The second group custom made petri dishes to fixate the bacteria with variable of resins to test their adaptation in flexible and hard materials, to keep the color over a long period.

The second test, is observing their growth. What is the influence of the gravity on the growth of the Flavo bacteria?

Below, the picture on the left, the flavo bacteria growing from top to down, on the right, growing from bottom to top.

 

 

The third experiment the elaboration of a candle that represents the ‘time’ and the flavo bacteria growing on its surface from top to down.

 

The third group within the research of time, created a zootrope, where each ‘slide’ was a petri-dish, inoculated with the flavo bacteria in different days.

The Zootroop made by TU students Pia van der Theems, Tomas de Vries and Marijn Soeterbroek

 

Workshop WDKA at BlueCity

 

In January 2020 Ivan and Emma gave an elective at Willem de Kooning students called ‘The Microbial Map of Rotterdam’. Students from different studies got a general introduction about biodesign and growing bacteria and fungi in the lab. The goal was to create a ‘living’ map that shows the city grid of Rotterdam including its soil life.

This installation presents 16 square petri dishes containing Flavobacteria and other microorganisms that were harvested from respective locations in Rotterdam. The Microbial Map shows the invisible yet important microbial life beneath our feet. It shows the collaboration between different species. They interact by showing different structures and colours produced by fungal mycelium to yeast and Lichen, a symbiosis between a fungi and algae or cyanobacteria and Flavobacteria that are present in the Maas river, ponds and canals in the city. All together they represent and grow the city boundaries of Rotterdam. The variety shows the beauty of different structures, colours, patterns that are as diverse as our city. Making the invisible visible forms your perception, experience and appreciation for the city and its nature.

Below two video’s of the Microbial Map of Rotterdam, here you can view all the photo’s of the process.

 

The Microbial Map of Rotterdam from Hilde Berkers on Vimeo.

Coloured by Flavo from Kamelia Markovska on Vimeo.

 

  • Martins Henriques, I.
  • May 8, 2020
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