Archive for the ‘Arts & Cultures & Societies’ Category

13
Dec

Daniel Canogar, the internationally respected Spanish artist, recently held a creative experimentation and project development workshop at the Quintanar Palace in Segovia. The workshop was a joint venture between IE School of Architecture and Design, the architecture school of IE University where Canogar teaches, and the Quintanar de Segovia Palace, a center of innovation and development for design and culture under the auspices of the Ministry of Culture and Tourism of the regional government of Castilla y León.

The workshop was attended by second-year students from IE University’s Architecture degree program, along with exchange students from Northeastern University in Boston. During the three-ie-university-students-working-with-daniel-canogar-2day workshop, which began on November 28, students produced a series of artistic installations that came together in a final project presented on the final day. All work was created in the Quintanar Palace, where they are still on display, most of them on the first floor.

Canogar’s work is on show at Madrid’s Museo Nacional Centro de Arte Reina Sofía, the Museum of Natural History in New York and the Museum of Contemporary Art in Lyon. In addition, he has created installations for public spaces such as Storming Times Square in New York or at the headquarters of the Council of the European Union.

“This workshop addressed the practice of artistic installations; this medium is especially suitable for architecture students, as it allows them to “build” in a freer, more experimental, and more risky way, which is what the professional world will require from them later,” said Canogar.

“Because these are temporary installations, students have been able to focus on conceptual considerations and social issues, instead of the technical concerns normally required by the profession,” added Canogar, explaining that three elements defined the workshop: the use of found or waste materials, the rapid execution of projects and teamwork, “which is essential to ensure that projects come to fruition.”

ie-university-students-working-with-daniel-canogar-3

The aim of Canogar’s experimentation workshop was to generate an exchange of ideas around creative projects in process. “The synergy of several knowledgeable, respectful but critical perspectives is an invaluable instrument for the development of any creative activity,” the organizers noted. “This allows students to their work from the outside, listening to ideas and connections that perhaps were inherent in their work but that they were not fully aware of.”

He has created numerous public art pieces, including Pulse, at Zachry Engineering Education Complex Texas A&M University (College Station, 2018); Tendril, a permanent sculptural LED screen for Tampa International Airport (Tampa, 2017); Travesias, a sculptural LED screen commissioned for the atrium of the European Union Council during the Spanish Presidency of the European Union (Brussels, 2010); Constellations, the largest photo-mosaic in Europe created for two pedestrian bridges over the Manzanares River, in MRío Park (Madrid, 2010) and Asalto, a series of video-projections presented on various emblematic monuments including Storming Times Square, a projection screened on 47 of the LED billboards in Times Square (New York, 2014), the Arcos de Lapa in Rio de Janeiro, the Puerta de Alcalá in Madrid and the church of San Pietro in Montorio in Rome (2009).

ie-university-students-working-with-daniel-canogar-4His recent solo shows include “Melting the Solids” at Art Bärtschi & Cie gallery  (Geneva, 2018), “Fluctuaciones” at Sala Alcalá 31 (Madrid, 2017), “Echo” at bitforms gallery and

Max Estrella Gallery (New York, Madrid, 2017), “Small Data” at bitforms and Max Estrella Gallery (New York, Madrid, 2014); “Quadratura” at Espacio Fundación Telefónica (Lima, 2014); “Vórtices”, an exhibition exploring issues of water and sustainability at the Fundación Canal Isabel II (Madrid, 2011); Synaptic Passage, an installation commissioned for the exhibition “Brain: The Inside Story” at the American Museum of Natural History (New York, 2010) and two installations at the Sundance Film Festival in Park City (Utah, 2011).

He has exhibited in the Reina Sofia Contemporary Art Museum, Madrid; the Wexner Center for the Arts, Ohio; the Offenes Kulturhaus Center for Contemporary Art, Linz; the Kunstsammlung Nordrhein Westfallen, Düsseldorf; Hamburger Bahnhof Museum, Berlin; Borusan Contemporary Museum, Istanbul; the American Museum of Natural History, New York; the Andy Warhol Museum, Pittsburgh; Mattress Factory Museum, Pittsburgh; the Palacio Velázquez, Madrid; Max Estrella Gallery, Madrid; bitforms gallery, New York; Art Bärtschi & Cie Gallery, Geneva; Eduardo Secci Contemporary, Florence; the Alejandro Otero Museum, Caracas and the Santa Mónica Art Center, Barcelona.

He has published “Ciudades Efímeras: Exposiciones Universales, Espectáculo y Tecnología”, Julio Ollero Editor, Madrid, 1992; “Ingrávidos”, Fundación Telefónica, Madrid, 2003; and several architecture and image, contemporary photography, and new media art essays.

20
Nov

By Santiago Iñiguez de Onzoño, Executive President of IE University

A main mission of business schools is to bridge the Academia and the Agora, the research world and the world of business. However, a main criticism over the past years has pointed at the irrelevance of academic research, the disconnection between knowledge generated in academia and real management issues.

Business schools are not the only ones under fire for their research irrelevance. Similar debates are currently underway at Law and Architecture schools, for example, showing a shared malaise among “clinical” or professional schools, where connectivity between research and real world’s needs is a must. This issue is not new, and was already identified by Immanuel Kant, the German philosopher and an academic himself, who said that there is no such thing as theoretical or applied research, simply good and bad theories: the good theory is always applicable into practice.[1]

Over my brief presentation at the next edition of the Drucker forum in Vienna (28 November), I will deal with some initiatives that may be implemented to combat this irrelevance of research, as well as to enhance to role of business schools as catalysts between the academic and the business worlds, exposed in my book “The Learning Curve”.[2]I will also refer to the convenience of ascribing the academic discipline of Management into the realm of the Humanities, instead of the Social Sciences –in line with what other thinkers suggest: e.g. Peter Drucker, Henry Mintzberg, Roger Martin.[3] Read more…

15
Oct

MARTES 23 DE OCTUBRE, DE 9:30H A 12:00H
AULA MAGNA DEL IE BUSINESS SCHOOL (C/ María de Molina, 11 – 28006 Madrid)

09h15 APERTURA DE PUERTAS

09h30 BIENVENIDA

Diego Alcázar Benjumea, Vicepresidente de IE

09h45 INTRODUCCIÓN

S.E. Yves Saint-Geours, Embajador de Francia en España

José María Segovia, Presidente de Diálogo

09h35 INAUGURACIÓN

Pedro Duque, Ministro de Ciencia, Innovación y Universidades

10h00 “INTELIGENCIA ARTIFICIAL Y AVANCE INDUSTRIAL”

Pedro Casablanca, Director de Operaciones de Pernod Ricard España

Alberto Croso, Director de Ingeniería de Prosegur

Nicolas Loupy, Director General Iberia de Dassault Systèmes

Modera: Borja González del Regueral, Vicedecano de Data Science and Technology

de IE School of Human Sciences and Technology

10h45 PAUSA CAFÉ

11h15 “ÉTICA Y PROGRESO EN LA ERA DIGITAL”

Virginie Molinier, Abogada Socia de M&B Abogados

Stéphane Canu, Profesor del INSA de Rouen Normandie

Javier Rodríguez-Alcázar, Profesor de Filosofía Moral de la Universidad de Granada

Modera: Susana Torres, Profesora y Directora Académica de Humanidades de IE

 

Para asistir por favor regístrese aquí

4
Oct

IE students Exhibition “Boundless Localisms”

Written on October 4, 2018 by Administrador de IE Blogs in Arts & Cultures & Societies

IE Creativity Center officially invites all IE community to the opening of “Boundless Localisms” Exhibition starting October 4 to December 15. Alberto Fernández Hurtado (Segovia, 1975) has led workshops with IE students since November 2016 at the Creativity Center. Together, they built a boundless universe of learning. Each localism (nationality, background…) influenced the other. The exhibition’s purpose is to offer a glance at a storyline about overcoming challenges, the influence on others as well as the making of a community beyond preconceptions. Find more details herehttps://buff.ly/2Iykig4

3
Oct

On the occasion of the 800th Anniversary of the Convent of Sta. Cruz La Real (Segovia)

Segovia, 10-12 June 2019

Abstract: The model of the birth of universities in Europe has long been established taken as a model the developments that occurred in continental Western Europe particularly as a result of well-known processes: the Carolingian Renaissance, the vernacularisation of culture, the increasing relevance of cities, the empowerment of new social groups. Nevertheless, in large parts of what today is considered Europe, let alone Eurasia, the social and intellectual factors that defined this emergence of universities were often not present, or not all of them. In areas where the process of Christianization, and sometimes also literacy, had taken place later, or where the role of monasteries as the only centres of learning and literary activity lasted longer, or where a more or less permanent warfare existed, or where the adequate social environment had not yet been developed, the scriptoria and the libraries of monasteries and convents kept learning and cultural traditions for longer, often against all odds.

The aim of the present conference is to discuss and analyse, among others, aspects and questions such as:

  • What was the role of royal patronage in pushing forward this model of transmission of knowledge?
  • What is the impact of manuscript techniques (vis à vis the printing press) in the intellectual history of these areas?
  • How did the monastic environment conform the literary/philosophical/scientific/theological canon?
  • What was the educational role of these institutions?
  • How the knowledge transmitted was censored or slanted, if it was?
  • What social impact did these monastic learning communities have in their respective social environments?
  • How was the process of creation of universities in these areas, when and by whom?
  • In which respects, if in any, were nunneries different from the male counterparts?

Read more…

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