Can boredom and anxiety be useful?
The elusiveness of the creative process has long confounded us and, while many
pedagogies have tried to formalise it, the spark of an idea and the experimentation that
follows is often a highly individual, unpredictable process. Psychologists Robert M. Yekes
and John D. Dodson conducted research in 1908 that determined a state of ‘Optimal
Anxiety’ outside of our comfort zones which allowed significantly improved levels of
productivity and creativity. However, multiple studies have also shown that allowing the mind
to become idle promotes greater creativity, unconstrained by the logic and order of daily life.
With the amount of stimulus in the modern world, moments of relaxed, uninhibited boredom
seem to be rarer, and stress feels more prevalent and toxic.
After the recent demolition of the Maidment Theatre, the university lost its only formal
performance space. Vice-Chancellor Stuart McCutcheon stated that a performing arts centre
will be built in the future, but thus far no plans have been put forward. Performance is a
powerful avenue for storytelling and self-expression, and is a rapidly growing industry, yet is
currently lacking specialist facilities in the university. This studio examines how performing
arts learning spaces could be brought into the heart of the university, and positively utilize
boredom and anxiety to stimulate creative self-expression.
Can boredom and ‘optimal’ anxiety be effectively harnessed within a learning space
for physical expression? Is there a way of invoking these experiences architecturally in
order to encourage creativity? Due to the highly individualistic nature of the performance
process, can students be provided with flexibility and options in their quest for creative
inspiration?
Design a Performing Arts centre for the university’s drama and dance curriculum students
and clubs. Include a number of rehearsal spaces for drama and dance, a projection studio,
storage space and at least two performance spaces (small and large). This studio includes a
focus on how walls (their configuration, materiality) create the atmosphere of individual
spaces. Consider how boredom, ‘optimal anxiety’ or both can be used to transform the
creative learning process. These can be interpreted as pace - fast vs stagnant, a general
feeling - energetic vs calm, or any other way you see appropriate.
Key words:
Boredom | Optimal anxiety | Creative process | Learning | Atmosphere.
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