ABSTRACT
This chapter examines relatively unexplored territory in the field of architectural and dance education views of architecture and its experiences as embodied, ephemeral conditions. Placing Space was offered to undergraduate and graduate students of spatial design and movement. A mix of graduate, undergraduate and non-matriculated students from three disciplines assembled for five hours each weekday for the three-week intensive seminar. Each student was assigned studio space within close proximity of one another and near the Great Space. In architectural education, value is often mistakenly displaced to the product. The student's designs serve as evidence of what the student has learned and yet the object of celebration is often shifted to the design produced rather than student development and knowledge. Rebecca Krefting chose to use this opportunity to question the ways in which architecture is enmeshed in practices of power, what many call critical and feminist architectural education or what Kim Dovey calls socially engaged architecture.
