Adriana Piccinini Higashino | Akashi National college of Technology (original) (raw)

Papers by Adriana Piccinini Higashino

14th ISAIA 2024 Kyoto , 2024

To preserve traditional architecture and culture, people must understand its value and be interes... more To preserve traditional architecture and culture, people must understand its value and be interested in it. Therefore, giving the young generation a chance to experience traditional spaces is essential. The tearoom is a building type in traditional Japanese architecture that expresses the essence of Japanese aesthetic ideals, wabisabi. However, most tearooms are closed to the public or have restricted access, especially for kids. This research aims to evaluate how the experience of a traditional space can increase interest in traditional Japanese architecture and culture. The methodology used was to have people experience a traditional space, a tearoom, and through a survey, evaluate the effect the experience of this space had on the subject's interest in traditional Japanese architecture and culture. The traditional space proposed here is a portable tearoom. The portable tearoom is a 1:1 scale model of a tearoom called Konichian, an ichijoudaime (one tatami mat and three-quarter size tatami mat) built by Genpaku Sotan (1578-1658). Later, we explain two events using the portable tearoom and analyze the survey results. The first was a workshop-style event during our school festival when the tearoom was still under construction. Most of the participants were kids and their parents. The participants were asked what their favorite words or phrases were, and those words were later to be written on the lower part of the tearoom wall (Koshikabe). The second event occurred at a shopping mall near Akashi City JR Okubo station.

14th ISAIA 2024 Kyoto, 2024

Kabuki theaters are known as Shibaigoya. At the peak of Kabuki's popularity, there were more than... more Kabuki theaters are known as Shibaigoya. At the peak of Kabuki's popularity, there were more than 3,000 shibaigoya. This research aims to clarify the floor plan spatial organization of Kabuki theaters or shibaigoya. Here, we compare the floor plans of twenty-four Kabuki theaters built before 1945. The methodology used was a literature survey and analysis of the floor plans of the existing shibaigoya and how they were modified over time. Kabuki theaters' floor plan mainly consists of a stage, a pathway for actors (hanamichi), and seats for the audience. The stage has a large circular area that rotates around the center of the main stage floor. The Hanamichi is an element that emphasizes the actor's walking art. The east side Hanamichi originated from the audience's east side corridor, which was used as a walking pass for the actors. Later, it developed into what is known as the provisory or sub-pathway (Karihanamichi) in contrast to the main pathway (Honhanamichi). The space under the stage and the Hanamichi is called Naraku. It includes the turning stage engine, and the area under the hanamichi works as a passageway for the actors. There are three types of audience seating: the traditional Japanese Masu type seat and the Sajiki seat, a bench kind of plank seat, and the Tanjiki seats on the second floor. The analysis of the floor plans showed differences in the hanamichi and the revolving stage area. All Kabuki theaters had a Honhanamichi, but not all had a Karihanamichi. There is no standard size for the revolving stage, but most were about 6 meters in diameter. Also, the differences in the floor plan composition were influenced by the historical and cultural background of the region.

14th ISAIA 2024 Kyoto , 2024

Jorge Alvarez (?-1552) was a Portuguese merchant and ship owner active in southeast Asia during t... more Jorge Alvarez (?-1552) was a Portuguese merchant and ship owner active in southeast Asia during the 16th century. Alvarez met his friend, Francisco Xavier (1506-1552), in Malaca in the Autumn of 1545 while preparing for his trip to Japan. Xavier asks him to write down information about the people and the land of Japan, which he will use later to convince his superiors to evangelize Japan. Alvarez departed for Japan in January 1546 and returned to Malaca in December 1546. Still, he only met Xavier after returning from Sanshoan in December 1547, when he gave Xavier his written report on Japan. His report was the first description of Japan written by a European. This paper analyzes Jorge Alvarez's text, focusing on his description of Japanese architecture and the urban environment he experienced. He visited several port towns on the coast of Kyushu Island. The original manuscript was lost, but several 16th-century copies exist in Portuguese, Spanish, and Italian. By comparing different versions of the manuscript, we will show what Alvarez saw in Japan and how he described Japanese Architecture.

Journal of architecture,planning and environmental engineering, 2018

Adults' sandplay works gender, and cultural background releases archetypical spatial images. In t... more Adults' sandplay works gender, and cultural background releases archetypical spatial images. In this study, we will discuss when cultural difference appears and their significance. Sandplay experiments were realized with Japanese and Brazilian children and analyzed according to the direction, the position, and the order the toys were placed in the box, and how long the children played. Japanese children's sandplay works expressed a sense of unity with the surrounding world in contrast to Brazilian children's sandplay works that from an early age separate themselves from the world and had an autonomous tendency.

Isate 2023 Proceedings, 2023

Akashi College Architecture Department offered online international design workshops to replace t... more Akashi College Architecture Department offered online international design workshops to replace the international exchange activities suspended due to the COVID-19 pandemic. The first online design workshop started in November 2020 and ended in January 2021. It had 53 participants, including students from Japan, Brazil, Hong Kong, Indonesia, and Singapore. The second online design workshop started in October 2021 and ended in January 2022. It had 90 participants: 84 students from Japan, Brazil, Hong Kong, Germany, the Philippines, and Mexico, and 6 Taiwanese teachers from six different Kaohsiung municipal technical high schools. The third workshop started in November 2022 and ended in February 2023. It had 50 participants, including students from Japan, Brazil, Hong Kong, and Germany. All workshops had once a week an online meeting session of 90 minutes. The students worked in groups and developed a design for a tearoom. At the end of the workshop, they explained their design using drawings and a fiveminute video presentation. These workshops were part of an elective course for Japanese students, and they worked together in the same room while having online meetings with their international group members. Two instructors monitored the online sessions and assisted the students when necessary. This paper offers practical teaching suggestions by comparing the results from three workshops. The action research methodology was used to evaluate the workshops, diagnose the problems, and implement solutions. The diagnosis was made through interviews and observation of the students during the workshop and post-workshop surveys. Also, the product of the workshops, the tearoom designs developed by the students, are analyzed and compared. First, we explain how the workshops, from the recruitment of the students to the final presentation. We present difficulties and troubles experienced during each workshop. Later, we will compare the products of the workshops and the tearoom designs of the online workshop with the previous offline workshop.

IOP Conference Series: Earth and Environmental Science, 2017

Nature and culture are elements that play an important role in the development of a place. Sites ... more Nature and culture are elements that play an important role in the development of a place. Sites of Walisanga spread all over Java since in 16 century. Muslim communities respect respect for these sites. These sites have become an attractive destination of religious tourism on the North Coast of Java. Some of these sites are very close to nature and as a part culture. Shinto shrines and Buddhist temples in Japan are the examples of the master pieces of indigenous architecture which are still maintained very well. The Japanese religious sites with the beautiful architecture and landscape in the culture format have been successfully attracting tourist from all over the world. This paper aims to determine the potency and problems associated with the development of spatial harmony between the nature and culture on the Walisanga religious sites in Indonesia by conducting a dialogue with best practices cases in Japan. This study used descriptive analysis methods. The result showed that, there are similarities between Indonesian and Japan in treating cultural heritage assets. Indonesian government gives quite significant roles to public to participate in preserving cultural heritage. Japan government has given support through the modern technology and funding, assets registration, maintenance and protection, and the assets management. Creating the harmony between nature and culture is necessary to enhance performance, facilities and infrastructure.

Journal of Architecture and Planning (Transactions of AIJ), 2003

Journal of Architecture and Planning (Transactions of AIJ)

14th International Symposium on Advances in Technology Education 17-20 August 2021, Turku, Finland, 2021

Since 2015 the NIT Akashi college has hosted an international design workshop where students from... more Since 2015 the NIT Akashi college has hosted an international design workshop where students from Brazil, Hong Kong, and Germany developed a design for a tearoom. The design workshop was part of a three-week Japanese Architecture course. However, in 2020 due to the Covid-19 pandemic, international travel became impossible, and we could not receive international students. Therefore we decided to hold the design workshop online. The online design workshop started in November 2020 and ended in January 2021. It had nine workshop sessions of 90min each, where the students met online and worked together on the design of a tearoom. The workshop had 53 participants and included students from Japan, Brazil, Hong Kong, Indonesia, and Singapore. The platform used for the workshop was Facebook, and the online meetings used Zoom. The students' working groups had 5 to 6 people, and there was a maximum of 2 students from the same country in each group. They worked on the design for a tearoom and later had to explain their design using drawings and a five-minute video presentation. This workshop was part of an elective course for the Japanese students, and they worked together in the same classroom while having online meetings with their international group members. Two instructors monitored the online workshop sessions and assisted the students when necessary. This paper aims to offer practical teaching suggestions and to evaluate the efficacy of an online design workshop. It explains how we organized the workshop, the difficulties we faced, and analyses the workshop results. Using information collected from a survey and interview with the participants, we also evaluate the workshop's impact on the students.

2019 aae London, 2019

Architectural practice has changed from a local activity into a globe wide profession, and it is ... more Architectural practice has changed from a local activity into a globe wide profession, and it is essential that architecture students are prepared to work in a multicultural environment. In a country such as Japan, internationalizing the architectural education environment goes beyond improving the students'knowledge of English. How to prepare Japanese students to work in a multicultural context through studio teaching? That has been our studio teaching challenge for the last five years. The idea was to organize a design workshop, invite students from abroad and have them develop a design together with our students. However, the first international studio workshop showed several problems, besides the expected language barrier. This experience made possible to observe that the communication between the students also involved understating social rules, which have a strong cultural background. This paper shows how the gradual exposition and interaction of Akashi college students with international students has helped them to develop their communication skills and prepared them to work together with international students in the design of a tearoom. The methodology used was observation and interview of the students, and analysis of the final design results. First, is explained the choice of the design workshop theme, the architectural curriculum at Akashi college and how the curriculum and classes schedule was arranged to make possible interaction with international students. Later, based on students interviews and surveys, and through an analysis of the students' tearoom designs, it shows that students that had more interaction with international students were better prepared to work together in the design of the tearoom.

2020年度日本建築学会大会（関東）, 2020

1549年にザビエルの来日と共にイエズス会宣教活動が始まり、1614年の活動禁止と追放までイエズス会宣教師が日本での活動報告や日本の社会と文化を紹介する書簡を数多くヨーロッパに送った。本研究では... more 1549年にザビエルの来日と共にイエズス会宣教活動が始まり、1614年の活動禁止と追放までイエズス会宣教師が日本での活動報告や日本の社会と文化を紹介する書簡を数多くヨーロッパに送った。本研究では、アルカラ・デ・エナレス・イエズス会学校にあった書簡の分析を通して、イエズス会宣教師が見た日本の建築と都市空間について考察する。

ISATE Proceedings , 2019

History of architecture is a course present in most school of architecture. Some school give more... more History of architecture is a course present in most school of architecture. Some school give more emphasis to the course than others, and it is usually divided into three categories: the local History of architecture, European History of architecture and History of modern architecture. Mostly the objective of the course is to provide an experience of excellence in architecture, get the students aware of aesthetics, to give the students tools to understand the meaning of architecture. What is the best way to transmit this knowledge to the students? To take the students to experience the building! Field trips involve time and money and are quite difficult to be organized. Therefore, most educators use pictures in their lectures. However, to translate a three-dimensional experience into images is difficult. Model making is also a powerful educational tool. Through the construction of models, the students can better understand the architectural space, the relation between 3D models and the 2D drawings or pictures. Although the making of models is a standard tool in studio classes, it is not often used in other courses. Many factors complicated the construction of models during history courses, time and cost are some of the reasons. This study analyses the use of paper model making in Japanese architecture history course. The study uses Okoshie, which is a set of drawings, floor plan, and elevations, that can be pulled up and assembled. The method of research was to have the students build two Okoshie of two different tearooms and to ask them to compare the buildings. The analysis of the students' answers showed that the construction of the model influenced the students understanding of the space. Famous tearooms Okoshie were used: "Tai-an 1 " and "Fushian 2 " by Sen no Rikyū (1522-1591) 3 and "Kon-nichian 4 " by Sen no Sōtan (1578-1658).

ISATE2018:12th International Symposium on Advances in Technology Education , 2018

The internationalization of the working market makes essential to train students to work with peo... more The internationalization of the working market makes essential to train students to work with people from a different cultural background. The Japanese government has altered the education curriculum and included English language courses in the elementary school to answer to this problem. Unfortunately learning English is not enough. Lately, although Japanese students have raised their scores in languages tests and improved their English skills, they still show difficulty to express their ideas in a multicultural workshop or group discussion. In a global context, cultural identity and self-confidence are more important than foreign language skills. The first international workshop realized at Akashi college was in 2014 when the architecture department received 16 students from Australia for one week. Now, only four years later the number of events involving short-term international students increased exponentially. At Akashi College, we believe that those events help the students to develop a global perspective. The students do not only become bilingual, but they became bi-cultural too. The short-term international workshops help the students to practice their English skills and their capacity of understanding different cultural points of view. In this paper is described Akashi college experience with international exchange activities on campus and explain how the use of hands-on activities and Japanese traditional culture related themes helped to instigate communication between the students. At first, we describe the different workshops and events held at Akashi college, how those events were held and organized. Later using data from students' surveys of the workshops we will discuss and evaluate the educational impact of those activities on the students. Finally this paper will show that hands-on events, where the students have to build something together instigate more interaction between the students, and that the use of a theme typical of Japanese traditional culture for the workshops is not only attractive to international students but also provides self-confidence to Japanese students, improving their participation in the workshop.

Charrette, Volume 5, Number 1, Spring 2018, pp. 78-89(12), 2018

This contribution presents the results of research conducted on an Australian Japanese architectu... more This contribution presents the results of research conducted on an Australian Japanese architecture design summer school. The activities were developed to achieve at least three goals: maximize social interaction and cross-multicultural knowledge, overcome the language barrier, and question and confront traditional architecture to modernity while challenging cultural identities and perceptions. The validity and the effectiveness of the programme were evaluated from a short and long-term perspective, as well as from a student and institution point of view. Although this case study is restricted to a geographical area and under a specific programme, it is hoped that these results might shed some light on the internationalization in architectural education.

J. Archit. Plann., AIJ, , 2018

In this study, through sandplay experiments realized with Japanese and Brazilian children, we wil... more In this study, through sandplay experiments realized with Japanese and Brazilian children, we will discuss when, from the developmental point of view, the cultural difference appears and their significance.
In previous researches, sandplay works showed several archetypical spatial images. The image named as male spatial singularity has a center axis that integrates all the elements in the sandplay box. It has a vertical axis passing through the center and is usually symmetrical. This type of image often occurred in the works of male subjects with a continental origin, with Western or Eastern cultural background. The image named as spatial plurality shows an asymmetric and a horizontal spread of the toys in the box and appeared in the works of Japanese male subjects. The image named female spatial singularity has the whole spatial organization centered around a determined space. Inclusion, enclosure, and intimacy are the main characteristic of this type of spatial structure, which appeared in the works of female subjects in general, independent of their nationality or cultural background.
In this experiment, we compared the sandplay works of Japanese and Brazilian kindergarten children. We analyzed the works according to the direction, the position, and the order the children placed the toys in the box, and how long the children played. Japanese children took longer (average play time 36min) and eagerly enjoyed playing with the sandbox and toys than the Brazilian children (average play time 20min). All children’s works showed a scale from chaotic, enumeration, partially structured arrangement, to a structured
arrangement in the way the children placed the toys in the box. The structured works had archetypical spatial images: male spatial singularity and spatial plurality in boys’ works and female spatial singularity in girls’ works.
Most Japanese children started placing the toys from the left side (inner world) and spread the toys gradually to the right side (outer world). In contrast, Brazilian children from the early age of 5 years placed the toys from the center of the box to the outside (boys) and from top to bottom (girls). Brazilian children showed domination of the space in the box in whole, proactively, aggressively expressed their ego, and showed a strong force pushing to the outer world. Brazilian children’s works presented a higher level of aggressivity in the placement of the toys. Also, compared with Japanese children a more significant number of Brazilian boys’ sandplay works showed the typical characteristics of male spatial singularity, which express male aggressiveness. Japanese children sandplay works revealed a sense of unity with the surrounding world in contrast to Brazilian children that from an early age separate themselves from the world and had an autonomous tendency.
In resume, Brazilian boys from an early age showed in their sandplay works the male spatial singularity, the archetypical spatial image of male adults with a continental cultural background. Brazilian girls also showed the archetypical female spatial singularity, but there were aggressiveness traits on the way of placing the toys. Japanese children sandplay works indicate a sense of unity with the outside world in contrast to the autonomy of Brazilian children, which were raised in a more hostile environment. The appearance of archetypical spatial images at an earlier age in Brazilian children's sandplay works confirms that the relationship with the outside world has an impact on
individuals from the early childhood.

Anais de História de Além-Mar XVII (2016), 2016

The Jesuits arrived in Japan in 1549 and until their expulsion they were very active, converting ... more The Jesuits arrived in Japan in 1549 and until their expulsion they were very active, converting people to Christianity, building churches, schools, and hospitals. The Jesuits relied on the local lords’ financial support to build and often received Buddhist temples to be converted into churches. Based on a review of Jesuit letters, a brief analysis of Japanese Buddhist temple floor plan characteristics, a short review of Jesuit church architecture in general and in Japan I will illustrate how a Buddhist temple floor plan may have looked like when converted into a Jesuit church.

nternational Symposium “Architectural and Planning Cultures Across Regions: Digital Humanities Collaboration Towards Knowledge Integration”, 2017

Educating architects with a global perspective is a challenge that all institutions across the wo... more Educating architects with a global perspective is a challenge that all institutions across the world are now facing. At Akashi College, in the department of architecture, we have developed several programs that receive foreign students or send our students abroad to give them a global perspective on architectural training. Among those programs the Tea Room Workshop, where Japanese and Brazilian students work together on the design for a tearoom, was the most successful. As we have experienced during the Tea Room Workshop, working with typical elements of Japanese culture is a good method to instigate international exchange and global education. However, the cost of coming to Japan or going abroad limited the number of students that can participate in these workshops. We expect that by using new information technologies we will be able to develop tools that would permit the realization of workshops online, through which several students could work together on the design for a tearoom. The workshops would take place on an online interactive platform, which would also store tutorials about Japanese traditional architecture and the material produced by the students, such as videos or drawings.
International Symposium “Architectural and Planning Cultures Across Regions: Digital Humanities Collaboration Towards Knowledge Integration”, supported by the Unit of Academic Knowledge Integration Studies of Kyoto University Research Coordination Alliance (KURCA), held at Kyoto University, 26-27 March 2017

Architectural and Planning Cultures Across Regions: Digital Humanities Collaboration Towards Knowledge Integration, 2017

Transcription of a talk about global architect's education and Akashi College Architecture depart... more Transcription of a talk about global architect's education and Akashi College Architecture department international design workshops.

Architectural and Planning Cultures Across Regions: Digital Humanities Collaboration Towards Knowledge Integration”, supported by the Unit of Academic Knowledge Integration Studies of Kyoto University Research Coordination Alliance (KURCA), held at Kyoto University, 26-27 March 2017

14th ISAIA 2024 Kyoto , 2024

14th ISAIA 2024 Kyoto, 2024

14th ISAIA 2024 Kyoto , 2024

Journal of architecture,planning and environmental engineering, 2018

Isate 2023 Proceedings, 2023

IOP Conference Series: Earth and Environmental Science, 2017

Journal of Architecture and Planning (Transactions of AIJ), 2003

Journal of Architecture and Planning (Transactions of AIJ)

14th International Symposium on Advances in Technology Education 17-20 August 2021, Turku, Finland, 2021

2019 aae London, 2019

2020年度日本建築学会大会（関東）, 2020

ISATE Proceedings , 2019

ISATE2018:12th International Symposium on Advances in Technology Education , 2018

Charrette, Volume 5, Number 1, Spring 2018, pp. 78-89(12), 2018

J. Archit. Plann., AIJ, , 2018

Anais de História de Além-Mar XVII (2016), 2016

nternational Symposium “Architectural and Planning Cultures Across Regions: Digital Humanities Collaboration Towards Knowledge Integration”, 2017

Architectural and Planning Cultures Across Regions: Digital Humanities Collaboration Towards Knowledge Integration, 2017

CRC Press, 2019

Intelligence, Creativity and Fantasy: Proceedings of the 5th International Multidisciplinary Cong... more Intelligence, Creativity and Fantasy: Proceedings of the 5th International Multidisciplinary Congress (PHI 2019),
October 7-9, 2019, Paris, France CRC Press, 2019 ISBN: 9781000734201 pp89-92 (578pp)

Azuchi-Momoyama period (1573-1600) was a time in Japanese history characterised by the appearance of great heroes and issuing of great battles. It was also when the first Europeans (Portuguese) arrived in Japan and a period that Japanese art and architecture flourished. Japanese warlords, such as Oda Nobunaga and Toyotomi Hideyoshi (1585-1592), were responsible for promoting atrocious violent acts and exquisite, delicate, exuberant and sophisticated art. The Tea Ceremony is an example of a habit that evolved into a form of art thanks to the patronage of warlords. It started with the collection of utensils and developed into the design of a space that elevated the act of drinking tea into a different dimension. Through this tea architecture, they aimed at experiencing a different world, detached from their reality, a Zen world, a world of serenity and art where each encounter was important. This study attempts to explain, through an analysis of João Rodrigues Tçuzu's description of the tea house, how the tea master translated into architecture the fantasy of a peaceful and fresh Zen world, how he designed the tea gardens and tea houses in a manner that the guest could experience this Zen fantasy.

バンカル, 2018

姫路城の意匠について考察します。建築が発信するメッセージは、それを生み出す社会や文化と密接に関連しています。しかし、時にその文化の印象的で威圧のある姿は、国境を越えることがあります。

Asian Studies Association of Australia Conference 2018, 2018

Japanese Tea Architecture appeared at the late Kamakura period, and the four tatamis mat size roo... more Japanese Tea Architecture appeared at the late Kamakura period, and the four tatamis mat size room Dojinsai of the Togundo Pavilion, constructed by Ashikaga Yoshimasa shogun would become the model for tearooms. Murata Juko and Takeno Jo were responsible for developing the aesthetic concept of the Tearoom, which reaches maturity through the Soan style tearooms of Senorykyu, who developed the concepts of Wabi and Sabi. Here through an analysis of two Jesuits texts, the author will reconstruct the images of 16th/17th-century tearooms. The first text used is Alessandro Valignano (1539 –1606) “Advertimentos e Avisos acerca dos costumes e catangues de Japao,” written by Valignano after his first visit to Japan in 1582. The second text is the chapters concerning tea ceremony from “Historia da Igreja do Japao”, written by João Rodrigues Tçuzu (1561–1634) in 1634.
Valignano’s “Advertimentos” establish a set of rules and behavior advices to be respected by the Japanese people. He emphasizes the importance of having someone able to perform tea and that all residences of the Society should have a room with hot water where tea could be performed. Rodrigues detailed describes the origin of tea, how it was prepared and how it developed into the tea ceremony. He also describes the tea houses, the design of the house, how the host and the guests are supposed to act during a tea ceremony. The texts showed that between 1582 and 1614 aesthetic concepts of wabi-sabi were developed and the Suki style tea became popular. Tea ceremony shift from an event held in a room (zashiki) of the house into a more elaborated experience with small structures built only for this purpose.