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地方地域の人口減少対策として、まちづくり学習の重要性が注目されている。学校教育では、環境や防災など地域特有の課題へのまちづくり学習プログラムが「総合的な学習の時間」などで実施されている。その成果は教員の創造力に依存しているが、地域と協働するまちづくり学習には、生徒の関心喚起や教員のカリキュラム設計能力、教育資源の制約などの課題がある。これらに対処するには、柔軟な教育手法と関係者間の協力が必要であるため、生徒、教員、地域住民の視点を包括的に理解することが重要である。しかし、先行研究は生徒の学習効果に注目しているが、教員や地域住民の意識変化に関する研究は不足している。そこで、本研究は、まちづくり学習が生徒、教員、地域住民に与える影響を明らかにし、地域と学校の協働に基づく効果的な教育プログラムの開発を目指す。そのため、高野町立高野山中学校の「ふるさと学習」プログラムをケーススタディとして、生徒の地域認識やまちづくり参加意識の変化を分析し、教員の指導スキルや地域住民の参加意欲の変化なども評価した。【Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. 3. 3年間の実践プロセス：段階的な学びの深化 本プロジェクトの特筆すべき点は、2021年度に入学した1年生（10名）が、3年間かけて段階的に地域への関与を深めていったことです。 ■ 1年目：地域の魅力と課題の発見（2021年度） 初年度にあたる2021年度は，3カ年のまちづくり学習の出発点として，生徒が地域の魅力と課題に自ら気づき，地域住民との対話を通じて地域への関心と当事者意識を育むことを目的とした。特に，自らの生活圏である高野山の空間や人々の営みに目を向け，地域を「自分ごと」として捉える視点と言語の獲得を重視した。 授業テーマは「高野町の魅力・課題を見つけて，まちの未来を話し合おう」とし，生徒が対話や調査を通じて「訪れたくなるまち」「歩きたくなるまち」「住みたくなるまち」を構想し，その実現に向けたアイデアを提案することを学習目標とした。 STEP1：地域マップ作成による地域資源の把握（7時間） まずSTEP1では，生徒が高野山の魅力や課題を地図上に描き込む「イメージマップ」を作成した。当初は通学路中心だったが，文献やWeb検索を通じて視野を広げた。その後，グループ1「訪れたくなるまち」（生徒A，B，C），グループ2「歩きたくなるまち」（生徒D，E，F，G），グループ3「住みたくなるまち」（生徒H，I，J）の3テーマに分かれて高野山の将来像を語り合った。 STEP2：タウンウォッチングによる地域課題の発見（8時間） STEP 2では，生徒が寺社，商店，公共施設など15カ所を選び訪問した。事前にインタビュー技法を学んだ上で，自らアポイントを取り，地域住民と対話した。当初は質問に悩む様子も見られたが，次第に対話が進み，地域の文化的・人的資源への理解が深まっていった。 STEP3：まちづくり政策の構想と役場職員との意見交換（10時間） STEP2で得た知見をもとに，各グループは「まちをどう改善できるか」を検討した。町役場職員との議論を経て，グループ1は「まち歩きの仕掛け（スタンプラリーの実施など）による観光促進」，グループ2は「歩道と車道の分離による安全な通学路整備」，グループ3は「空き家活用や子育て支援による移住促進」などの提案を生み出した。 STEP4：タウンミーティングでの政策提言（10時間） STEP4では，生徒が町長や住民の前で提案を発表した。緊張の中でも自らの言葉で語る姿が見られた。町長からは「宗教都市としての特性を踏まえた計画にしてほしい」とのフィードバックが寄せられたため，生徒らは内容を再検討し，学内発表会用に提案のブラッシュアップを行った。 ■ 2年目：地域関係者との対話と提案活動（2022年度） 2年目にあたる2022年度は，地域の魅力と課題を把握した生徒が多様な他者と対話・協働し，より具体的なまちづくり提案へと発展させる段階とした。1年目の関心や知識を基盤に，実現可能な場づくりに取り組むことを目的とした。授業テーマは「高野山の人・もの・空間を活かしたまちの居場所をつくろう」とし，生徒は僧侶や職人，観光・行政関係者と対話を重ね，地域の魅力と課題を再整理し，具体的な居場所づくりを提案した。また，異学年協働に関する先行研究を踏まえ，1〜3年生の混合グループを編成し，学年間を横断した協働活動を導入した。 STEP1：地域資源のデスクリサーチ（17時間） STEP1では，歴史，文化，暮らし，産業の視点から地域を再認識するマインドマップを作成した。作業の中で伝統産業に関する理解の浅さが浮き彫りとなり，ふるさと読本を活用して知識を補完した。 STEP2：地域ステークホルダーとの交流（16時間） STEP2では，学年別に異なる地域関係者を訪問した。1年生は和菓子職人や宮大工，2年生（生徒A〜J）は地域資源を活かした新規ビジネスを展開する事業者と対話し，継承と革新のバランスを学んだ。3年生は行政職員や観光事業者からまちづくりの現場の試行錯誤の実態を学んだ。 STEP3：地域課題の特定とプレイスビジョンの立案（6時間） STEP3では，1〜3年生混合の3グループでプレイスメイキングの提案を協働で構想した。前年の提案を発展させ，地域資源の活用と実現可能性を重視してアイデアを精緻化した。加えて，模型や実物大サンプルの制作で空間やプロダクトのイメージを具体化した。 STEP4：プレイスビジョンの提言（4時間） STEP4では，金剛峯寺新別殿を会場に，町長，事業者，住民らと意見交換会を実施した。生徒の提案に対して，意見や助言，協力の申し出を得る機会となった。 ■ 3年目：地域空間での仮設的な実践（2023年度） 3年目にあたる2023年度は，地域の担い手と協働し，提案を実践に移す段階と位置づけた。地域づくりへの当事者意識と実践力の向上を目的とし，生徒は2年目の提案を具体化する実践に取り組んだ。 授業テーマは「高野山の奥深い魅力を世界に伝えるフードを作って販売しよう」とし，地元の胡麻豆腐店主の協力を得て地域産品を開発し，仮設店舗で販売する社会実験を実施。その成果をもとに地域活性化の提案を行うことを学習目標とした。また，異学年交流を前提としつつ，探究学習の土台づくりが必要と判断した1年生を除き，2・3年生（計18名）を対象に実施した。 STEP1：観光客への街頭インタビュー（3時間） TEP1では，「高野山でどのような食体験を期待するか」「改善してほしいこと」などの設問を設け，町内で観光客へのインタビューを実施した。調査の結果，「胡麻豆腐や精進料理をカジュアルに楽しみたい」といったニーズが明らかとなり，生徒は地域外の視点から高野山の食文化の可能性を再認識した。 STEP2：社会実験プロジェクトの計画と実行（36時間） STEP2では，地元の胡麻豆腐店と協働し，新たなスイーツの開発・販売に取り組んだ。生徒は4グループに分かれて商品案を提案し，コンペ形式で「胡麻豆腐パフェ」「胡麻豆腐三色だんご」の2案を選定。その後グループを再編し，「五色幕パフェ注12)」グループ（生徒A，D，E，G，J）と「空海の一生（三色だんご）注12)」グループ（生徒B，C，F，H，I）に分かれ，レシピ作成，試作，パッケージや広報資料のデザインを行った。完成品は参道沿いの胡麻豆腐店前に設置した仮設店舗（大門地区と小田原地区の2ヶ所）で1日限定販売され，生徒が接客とアンケート調査を担当した。観光客や地域住民からは「高野山らしい味」「ユニークな試み」などの声が寄せられた。 STEP3：社会実験の検証・まちづくり政策の立案（6時間） STEP2で回収したアンケート結果を分析し，生徒は社会実験の成果と課題を整理した。その上で「地域産品開発が伝統産業や観光振興にどう貢献するか」「歩いて楽しめるまちにするには何が必要か」といった視点から，地域資源の活用や若者と事業者との協働体制構築などを含むまちづくり政策を立案した。 STEP4：まちづくり政策の提言・意見交換（5時間） STEP4では，大師教会中講堂で発表会を開催し，町長，町議，住民ら約60名を前に生徒が社会実験の結果と，それを踏まえたまちづくり政策を発表した。町議からは「議会と生徒が連携できるような取り組みを検討してほしい」との意見もあり，生徒は自らの提案が地域の大人の関心を集め，まちづくりに影響を与え得る可能性があることを実感した。 Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. NEWS 日本都市計画学会「第26回関西まちづくり賞」において奨励賞を受賞 Previous Next

インバウンドにより、大阪市内では相次いで様々な形態の宿泊施設が誕生しているが、ローカライゼーションを反映したホテルは決して多いとは言えない。粉もんや漫才など、独自の文化の発信拠点である「なんば」だからこそ街の個性を掘り下げて、体現するホテルがあるべきではないかと考えている。そこで注目したのが「お笑い」だ。大阪の吉本お笑い学校には毎年約1000人の入学者がいるが、人気お笑い芸人になれるのはひと握り。バイトをしながら夢を追い続ける人が大阪ミナミの街には沢山いる。加えて，近年はお笑い業界においても東京一極集中が進んでおり、笑いの聖地・大阪の地盤が揺らぎ始めている。そこで、若手のお笑い芸人が共同生活しながら、訪問客を笑いでもてなすホテルがあれば、お笑い文化の継ぎ手が育ちやすいのではないかと考え、お笑いによるソーシャライジングホテルを企画した。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 Project.5 MANZAI GUEST HOUSE Previous Next A guest house that nurtures comedians in Naniwa "Tayu and Saizo" Business Planning / 2018 / OSAKA Due to the unprecedented number of inbound tourists, various types of lodging facilities have been created one after another in Osaka City, but it cannot be said that there are many hotels that reflect localization. I believe that there should be a hotel that delves into and embodies the uniqueness of the city, precisely because "Namba" is a base for transmitting its own culture, such as Konamon and Manzai. The focus was on “comedy”. About 1,000 students enroll at Yoshimoto Comedy School in Osaka each year, but only a handful of them become popular comedians. There are many people in Minami, Osaka who continue to pursue their dreams while working part-time. In addition, in recent years, the comedy industry has become more concentrated in Tokyo, and the foundation of Osaka, the mecca of comedy, is beginning to shake. Therefore, I thought that if there was a hotel where young comedians lived together and entertained visitors with laughter, it would be easier to nurture the successors of the comedy culture, so I planned a socializing hotel through comedy. Presentation sheet Previous Next

韓国・春川市の江原研究院において、近畿大学との交流活動の第一弾である学術シンポジウムに登壇しました。私は「Developing Community-Based Learning through Collaboration with the Local Community: A Four-Year Program of “Hometown Learning” at Koyasan Junior High School」というテーマで、和歌山県高野町の高野山中学校において、学校の先生方と協働で実施していた「まちづくり教育」の研究活動を紹介しました。 project.3 FOODHALL koya Previous Next Folly “Zekuu” that conveys the charm of Koyasan Previous Next 1. 韓国・江原研究院での国際シンポジウム Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. For the building materials of Folly, we used "Koya Reiki" grown in Koyasan. Koyasan trees were widely used as building materials for houses until a long time ago, but due to the influx of foreign materials, they have become less popular. By the way, the lean part should face down and the sardine should face up according to the characteristics of the wood. Since it is a one-day folly, I thought of random stacking, which is not common. Presentation sheet Interviewed by NHK Wakayama Broadcasting Station 2. 台湾・逢甲大学との学術交流 Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds. 3. 韓国・全南文化財団との国際交流ワークショップ Workshop / 2015 / KOYASAN Mount Koya, located in a basin-like flatland surrounded by eight mountains called ``Hachiyo-no-mine'', is a sacred Buddhist site founded by Kobo Daishi Kukai as a Zen training hall in 816. The city is formed around the main training hall called "Danjo Garan". Koyasan is now a world-famous tourist destination, but due to the development of modern transportation, more and more people are rushing around the city instead of taking it easy. Therefore, I designed this folly in the hope that it would be an opportunity for visitors to notice the existence of something invisible and have time to relax and prepare their minds.

project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. ■「駅まちづくり」レクチャー （2024.12） JR西日本コンサルタンツ株式会社武部氏による「さこすて®」の取り組みに関するレクチャーでは、小規模駅を単なる交通拠点ではなく“まちの玄関口”として再定義し、地域との協働で新たな公共空間へと再生していくプロセスが紹介された。無人駅活用や住民参加のデザイン手法などを学んだ。 LINK 持続可能な鉄道駅のあり方に関する研究 ■ 大学院生による卒業設計レクチャー （2025.5） 他ゼミの大学院生を招き、卒業設計のプロセスやテーマ設定、設計の深化に関するレクチャーを実施した。実例を通して、自身の関心を卒業設計として昇華する方法や、社会的文脈と空間設計の結びつけ方について具体的に学ぶ機会となり、卒業設計に向けた動機づけと視野の広がりが生まれた。 Previous Next

2022年度のふるさと学習では、中学校の全学年が異学年協働形式の学習プログラムを通じてまちづくり提案に取り組んだ。2023年度は、この取り組みを発展させる形で、より具体的な成果を生み出すための社会実装型プログラムを企画・実施した。2023年度のふるさと学習では、1年生と2・3年生が異なるテーマに取り組んだ。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.1 koyasan workshop Previous Next Planning and Practice of “Furusato Learning” in Koya Town 2022 Action research / 2022 / KOYASAN Since 2020, I have been working on practical research on town development learning at a municipal junior high school in Koya Town, Wakayama Prefecture. His research theme is "analysis of the role of 'town development learning' practice in elementary and secondary education in co-creation town development", and he is conducting research with an interdisciplinary approach based on action research in actual educational settings. . In the action part, at a municipal junior high school in Koya-cho, Wakayama Prefecture, where Koyasan Kongobu-ji Temple is located, in collaboration with teachers, we are working on the planning and implementation of "town development learning" that is assumed to be learned in the three years of junior high school. . In the research part, along with analyzing the process of planning and implementing community development learning, we conducted a questionnaire survey of students after classes were held and interviews with teachers and local residents to find out about the learning programs and implementation methods of each year. We are considering it from a comparison of reactions of local residents. As a result, the ideal program for the implementation of community development learning and its issues were sorted out. Implementation process of hometown learning Koya-cho has a world heritage site and is famous as a tourist destination. Under these circumstances, Koyasan Junior High School, the only junior high school in Koya Town, has been working on "hometown learning" during the comprehensive study period with the aim of establishing love for the hometown. From 2020, town development learning was introduced as part of this “hometown learning”. In the first year, it will be implemented as a proposal-oriented program in which the results of learning are compiled and presented over the course of the year, and in the 2021 academic year, the learning process will include opportunities for regional cooperation through interaction and collaboration between students and local stakeholders. , It was implemented as a grade-by-grade program, assuming continuous learning of community development throughout the three years of junior high school. In the 2022 academic year, it was implemented as a program of inter-grade collaboration projects, assuming that all grades of junior high school will jointly form multiple project teams and be continuously involved in community development activities. Step 1: Examination of research themes After 30 students worked on creating a mind map, they followed the procedure of sharing their thoughts on the attractions and issues of Koyasan on a monitor. After that, they were divided into six groups and examined research themes for proposing the future of the town that makes use of the people, industries, and space of Koya Town. Step2: Fieldwork In order to understand the "attractiveness and issues of Koyasan" and "what we want for the future" by local residents, the students held 12 classes for about 100 minutes (breakdown: 1 class jointly for all first-year students, 5 times for 1st-year students, 4 times for 2nd-year students, 1 I worked on fieldwork for 2 years). The author proposed candidate sites based on the research themes of each group in Step 1, and 13 target sites were selected by teachers and students (Kongobu-ji Temple, carpenter "Onoue-gumi", cypress bark roofing). Craftsman ``Cypress bark house'', Japanese confectionery shop ``Sazanami'', vegetarian restaurant ``Hanabishi'', Kakuhama sesame tofu shop, paper craftsman ``Washi no Kai'', paper craftsmanship ``koubou2466 (Nishimuroin)'', Nankai Electric Railway line value creation section・Guest house “kokuu”, Koya Town Board of Education, tourism town development organization “DMC Koyasan”) will conduct interviews with local residents. After conducting a survey for each grade, the students created an A1 panel summarizing the interview content and shared the information with all grades. Step 3: City Future Concept Students worked on group work to draw a future image of the town. The content is divided into 3 themes freely set by the students, and based on the information collected in the fieldwork, the idea of community development that utilizes the people, industries, and space of Koya-cho is examined. At that time, time was set aside to receive advice on making proposals from local residents according to the requests of the students. Step4：Presentation of future concept and exchange of opinions The students created the structure and scenario of the presentation, put the final result on A1 size imitation paper, and presented it to the local residents at the new annex of Kongobu-ji Temple. After the presentation of the future concept, about 30 minutes were set aside for an exchange of opinions with local residents. The final product was exhibited at the Koya Town Tourist Information Center for about three months. STEP4 まちづくり政策の提言・意見交換 人が集まりやすい場所でポスターセッション形式の意見交換会を実施することを企画し，高野山大師教会中講堂で開催した。生徒らは社会実験プロジェクトの内容と成果，そしてまちづくり提案を発表したあと、保護者や小学生，町長，町議会議員，まちづくりに関心のある住民ら総勢約60名と議論した。1年生の生徒らが社会実験プロジェクトで制作した謎解きガイドブックに対しては，町長からデジタルパンフレットとして展開する提案を受けた。2年生の生徒らが提案した「中学生と大人がコラボして、伝統の継承と革新を融合したまちづくりを進めていきたい」という提案に対しては，町議会議員から「議会と子どもがコラボしたまちづくりプロジェクトに取り組まないか」という提案が持ちかけられた。 Step4：Presentation of future concept and exchange of opinions The students created the structure and scenario of the presentation, put the final result on A1 size imitation paper, and presented it to the local residents at the new annex of Kongobu-ji Temple. After the presentation of the future concept, about 30 minutes were set aside for an exchange of opinions with local residents. The final product was exhibited at the Koya Town Tourist Information Center for about three months. Previous Next

友人が新築する自邸の基本設計に取り組んだ。地形、日当たり、風通し、周辺環境といった様々な要素を考慮に入れながら、各部屋の配置や広さ、通り道の確保などを十分に検討して設計した。また、友人の生活スタイル、価値観、そして理想とする生活空間を可能な限り反映するように心掛けた。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 Project.6 Acupuncture clinic Previous Next Management reform of acupuncture clinic Business Planning / 2018 / WAKAYAMA Worked on the management reform of an osteopathic acupuncture and moxibustion clinic that was founded 40 years ago. The client was suffering from a decrease in the number of customers in the osteopathic department. Therefore, in order to first analyze the cause of the sluggish growth in the number of customers, in addition to interviewing 10 staff members, they experienced reception work for two weeks, and analyzed latent requests by paying attention to the behavior and behavior of customers. . As a result, although they were satisfied with the content of the treatment, it was found that the environment of the treatment space did not meet the customer's needs. Therefore, with the goal of realizing a high-quality treatment space where customers can spend a relaxing time, with a budget of 1.5 million yen, we will renovate the treatment room, revamp the pamphlet, website, and staff uniforms, and build an online reservation system. is. I discussed these with the staff and examined the design myself. As a result, the year after the reform, the annual profit within the division increased by 23.9%, exceeding the investment amount. Previous Next

project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. プレイスメイキングの実践内容 Better Life Terrace開催期間中、研究室は団地内外の多様な活動を支援するための可変型仮設什器「クミカグ」を会場に設置した。単管パイプと木板を組み合わせたこの什器を用いて、小規模マルシェ形式の販売ブースを構築し、地元の5店舗による物販が行われた。 プレイスメイキングの効果／考察 千里ニュータウンの事例では、従来空きビルであった場所に多様な人々が集い交流する場を立ち上げるうえで、クミカグが重要な役割を果たした。出店者からは「自由にレイアウトできるので助かる」「空間に合わせて形を変えられるので一体感が出る」といった評価が聞かれ、会場デザインの柔軟性がイベント運営側・参加者双方に創造的な余地を与えていたことがわかる。千里NTは高度経済成長期に造成された大規模ニュータウンであり、現在高齢化やコミュニティの希薄化といった課題を抱えるが、本実践はそうした地域においても住民主体の新たな活動の場をサポートし得ることを示した。 Previous Next

2020年度より和歌山県高野町の町立中学校においてまちづくり学習を実践研究に取り組んでいる。研究テーマは「初等中等教育における“まちづくり学習”の実践が共創まちづくりに果たす役割の分析」で、実際の教育現場に身を置いたアクションリサーチに基づき、学際的なアプローチで研究を行っている。アクション部分では、高野山金剛峯寺を擁する和歌山県高野町の町立中学校にて、教員との協働で、中学校の3年間で学習することを想定した“まちづくり学習”の企画・実践に取り組んでいる。リサーチ部分では、まちづくり学習の企画及び実施の過程を分析するとともに、授業実施後の生徒へのアンケート調査と教員・地域住民への聞き取り調査により、各年度の学習プログラムとその実施方法について生徒の学びや地域住民の反応の比較から検討している。それにより、まちづくり学習の実施に向けたプログラムのあり方とその課題を整理した。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.1 koyasan workshop Previous Next Practice of "Urban Development Learning" in Koyasan 2022 Action research / 2022 / KOYASAN Since 2020, I have been working on practical research on town development learning at a municipal junior high school in Koya Town, Wakayama Prefecture. His research theme is "analysis of the role of 'town development learning' practice in elementary and secondary education in co-creation town development", and he is conducting research with an interdisciplinary approach based on action research in actual educational settings. . In the action part, at a municipal junior high school in Koya-cho, Wakayama Prefecture, where Koyasan Kongobu-ji Temple is located, in collaboration with teachers, we are working on the planning and implementation of "town development learning" that is assumed to be learned in the three years of junior high school. . In the research part, along with analyzing the process of planning and implementing community development learning, we conducted a questionnaire survey of students after classes were held and interviews with teachers and local residents to find out about the learning programs and implementation methods of each year. We are considering it from a comparison of reactions of local residents. As a result, the ideal program for the implementation of community development learning and its issues were sorted out. Implementation process of hometown learning Koya-cho has a world heritage site and is famous as a tourist destination. Under these circumstances, Koyasan Junior High School, the only junior high school in Koya Town, has been working on "hometown learning" during the comprehensive study period with the aim of establishing love for the hometown. From 2020, town development learning was introduced as part of this “hometown learning”. In the first year, it will be implemented as a proposal-oriented program in which the results of learning are compiled and presented over the course of the year, and in the 2021 academic year, the learning process will include opportunities for regional cooperation through interaction and collaboration between students and local stakeholders. , It was implemented as a grade-by-grade program, assuming continuous learning of community development throughout the three years of junior high school. In the 2022 academic year, it was implemented as a program of inter-grade collaboration projects, assuming that all grades of junior high school will jointly form multiple project teams and be continuously involved in community development activities. Hometown learning plan contents The 2022 “Furusato Learning” is divided into three sub-themes set by the students themselves, which the authors have set as the theme “Let’s propose a future town that makes use of the people, industries, and space of Koya Town.” It was planned as a content to discuss "What do you want to do with the town of Koyasan?" The classes will be the same as in 2021: Step 1: Examining research themes (3 hours), Step 2: Fieldwork (14 hours), Step 3: Planning the future of the town (17 hours), Step 4: Intermediate planning for the future Divided into 4 steps of presentation and exchange of opinions (4 hours), it was planned to be carried out for a total of 20 times and 38 hours. It was decided that the work in Step 2 would be done by grade, and the work in Steps 1, 3, and 4 would be done in collaboration with different grades. Step 1: Examination of research themes After 30 students worked on creating a mind map, they followed the procedure of sharing their thoughts on the attractions and issues of Koyasan on a monitor. After that, they were divided into six groups and examined research themes for proposing the future of the town that makes use of the people, industries, and space of Koya Town. Step2: Fieldwork In order to understand the "attractiveness and issues of Koyasan" and "what we want for the future" by local residents, the students held 12 classes for about 100 minutes (breakdown: 1 class jointly for all first-year students, 5 times for 1st-year students, 4 times for 2nd-year students, 1 I worked on fieldwork for 2 years). The author proposed candidate sites based on the research themes of each group in Step 1, and 13 target sites were selected by teachers and students (Kongobu-ji Temple, carpenter "Onoue-gumi", cypress bark roofing). Craftsman ``Cypress bark house'', Japanese confectionery shop ``Sazanami'', vegetarian restaurant ``Hanabishi'', Kakuhama sesame tofu shop, paper craftsman ``Washi no Kai'', paper craftsmanship ``koubou2466 (Nishimuroin)'', Nankai Electric Railway line value creation section・Guest house “kokuu”, Koya Town Board of Education, tourism town development organization “DMC Koyasan”) will conduct interviews with local residents. After conducting a survey for each grade, the students created an A1 panel summarizing the interview content and shared the information with all grades. Step 3: City Future Concept Students worked on group work to draw a future image of the town. The content is divided into 3 themes freely set by the students, and based on the information collected in the fieldwork, the idea of community development that utilizes the people, industries, and space of Koya-cho is examined. At that time, time was set aside to receive advice on making proposals from local residents according to the requests of the students. Step4：Presentation of future concept and exchange of opinions The students created the structure and scenario of the presentation, put the final result on A1 size imitation paper, and presented it to the local residents at the new annex of Kongobu-ji Temple. After the presentation of the future concept, about 30 minutes were set aside for an exchange of opinions with local residents. The final product was exhibited at the Koya Town Tourist Information Center for about three months. Artifacts of hometown learning Through interview surveys with local residents, etc., they became aware of the issues related to the succession of traditional industries, the trend of tourists, and the utilization of historical spatial resources that are not being used effectively. I put together A1 imitation paper and free work (sketches, models, mockups, PPT slides). In Step 1, in the process of examining research themes, the students were interested in three points: ``characteristics and current status of Koyasan's traditional industries,'' ``planning methods for town development ideas unique to Koyasan,'' and ``methods for promoting town development activities.'' In step 2, interviews with local residents are conducted with each grade taking charge of the three viewpoints, and in step 3, you can purchase food and goods that make use of traditional industries in the historical space (park) that is not used well. We considered proposals for redeveloping the facilities as hubs for walking around the town, as well as proposals for holding a stamp rally for walking around the town so that people could come into contact with niche cultural assets and traditional industries. Furthermore, after exchanging opinions with local residents in step 4, in the next year's hometown learning, food development and sales that make use of traditional industries in collaboration with local residents and niche cultural assets in collaboration with government officials A project was born to implement the development of a puzzle-solving map to get people to come into contact with traditional industries. NEWS Presentation of activities in a lecture at Niigata University Graduate School Previous Next

project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Previous Next

project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. ■ 教員の適応行動と運用上の課題 社会科教員は狭い教科教室を補うためオープンスペースを積極的に活用し、生徒同士の学び合いを促進していたが、個別フォローが困難という悩みも抱えていた。一方で、数学科教員は集中しやすい環境を確保するため教科教室の扉を常時閉めた授業を行っており、「メディアコーナーをどう活用すれば良いのかよく分からない」と述べた。英語科教員は、教科の専用教室ができたことで、教材の置きっ放しや掲示が容易になり、授業準備の効率が向上したと評価しているが、隣接する音楽室からの音で、生徒の集中が阻害されると課題を抱えていた。 施設運用の面では、小学校との特別教室（理科室・体育館・音楽室など）の共用が時間割調整上の大きな悩みとなっている。 特に、理科や音楽のようにホームベースでの実施が困難な授業においては、調整に多大な労力を要しているという。 校長もまた、設計段階でのワークショップで求められた空間と、現場の「使いやすさ」との間にギャップがあることに問題意識を持っている。 ■ 生徒の適応行動 生徒の行動にも一定の変化が見られた。休み時間の行動観察およびアンケート結果からは、「まんなかライブラリー」が居場所として好まれていることがわかった。特にYogiboに多くの生徒が集まる傾向があり、くつろぎや遊びの場として機能している。ただし、10分間休憩は多くの生徒がホームベースに留まる傾向も見られ、冬季においては寒いため教科教室に閉じこもる様子も見られた。中学生と小学生との交流については、おんぶをして遊ぶといった場面も観察されたが、小学校エリアは可動式什器を使ってテリトリーを区切っているため行き来しづらい状況になっており、交流は限られている。 ■ 考察と今後の展望 教科教室制の導入やオープンスペースの配置は、生徒の自律的な学びや協働的な活動を促進することを意図していたが、現実には「時間割調整の難しさ」「音の干渉」「収納不足」「小中学校の交流の難しさ」などの課題が浮上したことにより、設計者の意図と現場の運用にギャップが生じていることが明らかになった。今後は、設計者・運営者・教員と協力して設計者と利用者のズレを解消していくことが求められる。 Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. ■ 使われない空間から「自分たちの居場所」へ 新校舎の完成から約1年、一部の家具や空間が十分に活用されていないという課題が浮上しました 。この状況に対し、建物の設計を手がけた安井建築設計事務所が、竣工後も施設に関わり続けるという新しいアプローチを提案。利用者である生徒自身が主体となり、空間をより良く変えていくためのワークショップを建築計画研究室と共同で企画しました。 ワークショップのテーマは「学校に自分たちで考えたスペースをつくってみよう!!」。使われていないモノを、使われていない場所に置き、生徒が自分たちの居場所を作るという内容です 。 この活動の主役は、小学5年生から中学2年生の生徒たちで、自分たちが作った空間を卒業まで使い続ける「当事者」として、プロジェクトへの主体的な関与が期待される学年を選びました。生徒たちは、使われていなかった家具を自由に使い、校内の未利用空間を、読書や交流が生まれる新しい学びの場へと変えていきます。 ■ 生徒が主役のプロセス ワークショップは、生徒がデザインのプロセスを体験的に学べるよう、3つのステップで構成しています。このプロセスを通じて、生徒は単なる空間の「利用者」から、自らの手で環境を創造する「作り手」へと成長することが期待されます。 STEP1 アイデア出し ：設計者から建物のコンセプトを聞いた後、チームに分かれて改善したい場所を選び、「どんな場所にしたいか」というコンセプトを話し合います。 STEP2 試作 ：考えたアイデアを元に、実際に家具、本などを配置。アイデアを物理的に形にしながら、より良い空間のあり方を試行錯誤します。 STEP3 評価 ：各チームの取り組みを振り返り、どのアイデアが最も優れているかを、生徒と教員の投票によって決定します。 ■ 説明会（2025.9.12） 説明会では、設計者から「みんなでつくる学びの杜」という設計理念が紹介され、施設が「開く」「交わる」などといったテーマを軸に計画されたことが説明されました。児童・生徒は、建物の意図や空間構成を理解することで、これから自分たちが関わるプロジェクトの背景を学びました。 ■ 第1回ワークショップ（2025.10.14） 参加者の小学生2名を対象に「好きな場所」「あまり好きでない場所」について意見交換を行い、児童が日常的にどのように学校空間を感じているかを探りました。「にぎやかな学校にしたい」「第階段の黒板にチョークがあれば使いたい」などの声があがり、学校内の観察を通じて普段使われていない場所への関心も高まりました。意見整理の結果、「書くこと」を中心とした空間改善の方向性が見えてきました。ロータリーのコンクリート壁面や地面などに自由に絵やメッセージを描くことで、創造性と学びがつながる場をつくる構想が生まれました。 ■ 第2回ワークショップ：学校に「描く」場所をつくろう （2025.10.27） 前回の議論で関心が高かった「描く」という行為をテーマに、学校内のどこに黒板やホワイトボードなどの「描く場所」があればよいかを児童たちと考えました。 まずは教室での話し合いで、「学校に黒板が全然ない」「オープンスペースにも黒板が欲しい」といった意見を共有しました。その後、実際に校内を巡回しながら設置場所を検討しました。特に大階段にある黒板については、児童から「絶対に使うだろう」という意見がありました。 現地調査の結果、大階段、 オープンスペース、 各教室前の壁面、 音楽室横の空間、 職員室横の壁面などの場所が候補として挙がりました。 これらは、子どもたちの目に留まりやすく、自由なコミュニケーションが生まれやすい場所として選ばれました。 ■ 第3回ワークショップ：先生たちへプレゼンテーション（2025.11.17） これまで児童たちが温めてきたアイデアを、教育長や校長先生をはじめとする先生方に提案するプレゼンテーションを行いました。 児童たちは「書くって楽しい！学校をアートでワクワク空間に」というタイトルで発表を行いました。 具体的な提案内容は、移動式ホワイトボードの活用や、黒板シートを使って校内にアートスペースを作ることです。自分たちの手で学校を「ワクワクする場所」に変えたいという思いを伝えました。 発表を聞いた教育長からは「秘密基地は私も欲しい」と、子どもたちの提案に寄り添う感想をいただきました。 校長先生からは、表現の場を作ることには賛成しつつも、過去にチョークの粉の清掃が課題となって撤去された経緯があるため、運用ルールや清掃方法も一緒に考えていこうというアドバイスをいただきました。 今回のプレゼンを通して、子どもたちの自由な発想を尊重しつつ、実現に向けた具体的な課題（管理・運営面）も明確になりました。次回以降、実際の設置に向けてさらに検討を進めていきます。 Previous Next

幼い頃は大工になるのが夢であったことからか，原寸大の構造物を創ってみることにも興味があり、鉄骨造の倉庫の建設に挑戦した。基礎作りから、躯体の建方、内外装の仕上げまでの全ての工程を、私と父と祖父の3人の協働で行った。この経験から、建築は一人では決して完成出来ず、様々な知恵のぶつかり合い，混ざり合いを繰り返して出来上がるというプロセスの面白さを学んだが、ここでの経験は現在の研究活動にも大きな影響を受けている。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 Project.7 DIY projects Previous Next TOOL BOX DIY / 2016 / WAKAYAMA Perhaps because he dreamed of becoming a carpenter when he was young, he was also interested in creating full-scale structures, and took on the challenge of constructing a steel-framed warehouse. My father, my grandfather, and I collaborated on all the processes, from making the foundation to building the framework and finishing the interior and exterior. From this experience, I learned that architecture cannot be completed by one person alone, and that the process of repeatedly colliding and mixing various wisdoms is a fascinating process. ing. Previous Next

project.4 FOODHALL koya Previous Next Food hall "eka" that conveys the charm of Koya's traditional crafts Space design / 2021 / KOYASAN Koyasan has given birth to numerous ideas over the 1,200 years since its founding. Here, there is a culture of religion and lifestyle nurtured by monks and people who support each other. However, due to the progress of aging and depopulation, there is a shortage of people who inherit Buddhism and the traditional crafts that support it. I want to protect the living culture that has been handed down from generation to generation by "craftsmen who do exquisite handwork", which has become a rare existence. Therefore, we will use a part of the Koyasan University building, which is biased toward single-function services and is a space separated from the townscape, to create a space where craftsmen who are involved in the inheritance of traditional crafts, food, and forestry will be responsible for the future of the region. We propose the creation of a platform that connects children and contributes to the development of successors to traditional industries. Specifically, the goal is to set up a “manufacturing studio” where children and craftsmen can foster their creativity together, and to create a foundation for new businesses and indigenous entrepreneurs centered on them. Previous Next