Project idea (a.k.a. as a long explanation for a simple idea)

Psychogeography Study

What is it?

I recently came across the term psychogeographical, a word unknown to me; I decided to look into it.

Psychogeography was defined in 1955 by Guy Debord as “the study of the precise laws and specific effects of the geographical environment, consciously organized or not, on the emotions and behavior of individuals.” (Introduction to a Critique of Urban Geography, G. Debord, 1955) In other words it is “an experimental form of movement in a public or non-public space in a non-habitual way.” (The Guerilla Art Kit, K. Smith, 2007)

Although a seemingly light topic, psychogeography is rooted deep in the artists and philosophers of yesteryear. Psychogeography began in 1953, with an essay by Ivan Chtcheglov. Soon after Guy Debord began to theorize and write about the intentions and ideas of psychogeography. Connections have been made to the Dadaist and Surrealists movements.

Modern followers of psychogeography often refer to themselves as “urban explorers”. There are groups in many major cities that actively practice psychogeography, known as Situationists.

The Project

For my project I plan to explore psychogeography in the classroom. The project will begin with a survey of students regarding their current thoughts or lack of thoughts about their classroom environment and school routine. After the surveys are collected the class will participate in a brainstorming exercise to come up with different (safe) ways of entering the room, ways and places to work in the room, etc.

I have a very large classroom in the oldest building in the district. In the room are three big closets (the entire class goes into one of the closets during a tornado drill), two smaller closets, two bathrooms, stairs to an outside door, and many tables and chairs.

The beginning of the next class will constitute students thinking about their everyday routines and how to change it up. Students will enter the room in a different manner than usual, and work in different place and perhaps in different manner than usual. This will be documented by video.

A survey similar to the first will be administered. The project will end with a discussion of how interacting in a different manner with the classroom environment effected their work, creativity, and their thoughts about the classroom environment and school routine. Results from the two surveys will be compared.

Why?

In life and especially in school we get stuck, we start going through the motions, and lose ourselves in routines. I know I often drive half way to work and realize that I was not paying attention to my surroundings at all. I am just so accustomed to going to the same place that I don’t have to really think. Just as I go to the same place day in and out so do students…they walk when the bell says they can, they eat when the teacher lines them up to do so, they go to art or music when the schedule says, never deviating or having to really consider what is next. They enter into their classroom in line, sit down in their assigned seats, and wait for the next instruction.

Just as on the drive to work, I imagine that for students the background begins to diminish as the routine takes over. A certain disconnect begins to occur between individuals and their environment. The lack of awareness leads to a general malaise. When I think back to my childhood, the best days at school were the days that something “different” happened. Through this project students will learn how to make that something “different” happen for themselves. The survey will also begin to assess if becoming a more active participant in ones environment increases ones sense of creativity.

“In discovering a small world we discover the whole world.” (Bill Humber, Executive Director of the Revitalization Iinstitute)