東京大学先端科学技術研究センターが主催し、「Nature-Centered」の視点から1200年後の未来を語る 「高野山会議2023」に登壇した。私は〈SESSION 04　高野山のまちと人〉に登壇し、「“まちづくり学習”が地域の持続可能な発展にどのように貢献できるか？」というテーマで、自身の研究活動を紹介した。題材は、私が、町立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る「ふるさと教育」の４年間の活動内容である。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 project.3 Folly Koya Previous Next Folly “Zekuu” that conveys the charm of Koyasan Previous Next 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. "Color" represents the world of life that we can see. In other words, all material phenomena, physical life, and destiny. On the other hand, ``empty'' represents the invisible dimension of life, and ``shiki soku is ku'' indicates that the fate of this world is not just a matter of course, but is based on super-dimensional rules. 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 Presentation sheet Interviewed by NHK Wakayama Broadcasting Station

開創以来千二百年に渡って数多の思想を生んできた高野山。ここには共に支え合う僧侶と人々によって育まれてきた宗教と暮らしの文化がある。しかし，高齢過疎化の進行により仏教とそれを支える伝統工芸を継承する者が不足している。私は希少な存在となった「精緻な手仕事をなす職人」が代々繋いできた生きている文化を守りたい。そこで、単機能のサービスに偏り、まち並みとも切り離された空間になっている高野山大学校舎の一部を活用して，伝統的な工芸・食・林業の継承に携わる職人と地域のこれからを担う子どもを繋ぎ，伝統産業の後継者の育成に貢献できるプラットフォームづくりを提案する。【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. In order to create a communicative space in which all kinds of people, including pilgrims and residents, can easily enter the building as they walk through the town and enjoy conversations and discussions as they please, there will be a theater where pilgrims can learn about the traditional industries of Koyasan. , We have a book cafe that will also be a place for children. Previous Next

2024年8月12日から25日にかけて、近畿大学の学生4名が逢甲大学と合同で開催されたAA Visiting School台湾「Urbanity from the Ocean: Invisible Cities」に参加し、私もゲストチューターとして参加した。このワークショップは、Architectural Association School of Architecture（AAスクール）が主催し、学生が現地の文化や自然環境を探求し、建築的視点から地域を理解するための貴重な学びの場となった。参加者は、AAスクールの講師、文化人類学 者、映像作家から指導を受け、台湾東海岸をフィールドワークし、その風景や文化、社会的背景を建築的に捉えた3分間の映像作品を制作し た。この過程を通じて、学生たちは現地の環境を多面的に理解し、建築デザインの新たな表現手法を学んだ。【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. プログラムの主題と目的 ワークショップのテーマである「海からの都市性：見えない都市」は、都市と海との関係性に着目し、移動と定住の境界が形成する都市空 間を探ることを目的としていた。特に、台湾東海岸の風光明媚な景観の背後に隠された歴史的な対立や社会的な矛盾に注目し、それらを建築的な視点で分析し、表現することが中心課題であった。台湾東海岸は、太平洋に面し、高い山々と豊かな自然環境に囲まれている一方で、 軍事基地やデータセンターといった現代的なインフラも存在している。このように複雑な地政 学的背景を持つ地域特性を学生たちがどのように解釈し、映像として表現するかが、本ワークショップの大きな挑戦であった。 プログラムの進行と活動内容 ワークショップは、参加者によるフィールドワークとグループ作業を軸に進行した。8月12日に宜蘭市に集合し、蘭陽博物館や頭城海底ケーブル基地などを訪問した。学生たちは、それぞれの場所で観察を行い、地域の特性や歴史的背景を学んだ。 8月13日から15日には、南方澳漁港 や宜蘭伝統工芸センターなど、地域の生活文化や産業に焦点を当てた見学を行い、現地の専門家によるレクチャーを受けることで、地域理解を深めた。 また、各日の夕方から深夜にかけてはグループディスカッションを行い、フィールド ワークで得た情報をもとに、映像制作に向けた アイデアを共有し、編集作業を進めた。 8月16日には新城郷に移動し、文化商業施設「山海百貨」にて中間講評が行われ、映像作品を発表し、講師陣からフィードバックを受けた。 さらに、8月16日から8月17日までは新城郷で、8月18日から21日には花蓮市でフィールドワークを行い、学生たちは自由に調査を進め、 撮影した映像をグループごとにまとめた。 花蓮市では日本移民村や馬太鞍湿地、光復砂糖工場などの訪問を通じて、学生たちは地域の歴史や環境を観察し、それを映像として表現した。 そして、8月22日には花蓮市内のRe:baseにて最終講評が行われ、各グループが制作した映像作品を発表した。その後、8月24日には花蓮文創園区にて作品展が開かれ、一般来場者にも公開された。 LINK Urbanity from the Ocean – Taiwan 逢甲建築專業學院與英國建築學校合辦跨國建築研究與設計工作坊「海洋城市學工作營」 Previous Next

地方小都市の多くでは地域の次代の担い手として期待される若い世代の人口流出が続く状況にあって，まちづくりを担う人材をどのように育成するかが大きな課題となっている。このような状況への対応として，全国の小中学校ではまちづくり学習を実施するところが少なくない。そうしたまちづくり学習では，子どもたちのまちへの関心の醸成や住民参加の促進，まちづくりを進める上で必要となる知識やスキルの習得などが期待されている。そうした中，世界遺産を有し観光地として著名である一方で近年人口減少が続く高野町の高野山中学校では，総合的な学習の時間に実施される「ふるさと学習」において，新たにまちづくり学習に取り組むことになった。【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 Planning and Practice of “Furusato Learning” in Koya Town 2020 Action / 2020 / KOYASAN Many of the small regional cities are experiencing an ongoing population outflow of the younger generation, who are expected to be the next-generation leaders of the region. As a response to this situation, not a few elementary and junior high schools across the country are implementing community development learning. Such community development learning is expected to nurture children's interest in the community, promote resident participation, and acquire the knowledge and skills necessary to promote community development. Under such circumstances, at Koyasan Junior High School in Koya-cho, which has a world heritage site and is famous as a tourist destination, but whose population has been declining in recent years, new efforts are being made to learn about town development in the "hometown study" that is carried out during integrated study time. is what happened. Implementation process of hometown learning Koyasan, located in the northeastern part of Wakayama Prefecture, is a Buddhist city centered on World Heritage Sites such as ``Danjo Garan'', the main training hall of Shingon Esoteric Buddhism, and ``Okunoin'', the mausoleum of Kukai. , an area visited by 1.2 million tourists a year from all over the world. Koya Town has made the enhancement of "hometown learning" one of its important educational policies, and with the plan to integrate elementary and junior high school with Koyasan Elementary School in 2024, the curriculum will continue to learn about the local area for nine years from the first grade of elementary school. is being designed. The contents of the ``Furusato Study'', which has been implemented for first-year students at Koyasan Junior High School, differed depending on the homeroom teacher, but in all cases, the content was centered on research to learn about the history and traditional industries of Koyasan. Teacher A, who will be a first-year homeroom teacher in 2020, will consider planning a town development study with the theme of "Thinking about the future of the town of Koyasan" in this "hometown study". At that time, the author, who was consulted, decided to plan and implement the town planning study together with Teacher A. Plan contents of hometown study In response to Koya-cho's efforts to create a walkable town environment, the authors set the theme, "Let's propose what we want Koya-cho to look like 15 years from now." Specifically, we ask questions such as, "How do we want to use the attractive public spaces that dot Koyasan?" The students will think about "" and present the contents of "Future Urban Space of Koyasan". In addition, the sub-theme was set to create a town where local residents and tourists can enjoy walking by connecting tourist attractions with the focus on ``little-known attractive spots'' instead of famous tourist spots. The class consists of four steps: Step 1: Idea Creation (5 hours), Step 2: Fieldwork (12 hours), Step 3: Town Future Concept (5 hours), Step 4: Future Concept Presentation (7 hours). It was planned to be divided into 2 parts and to be held 18 times for 29 hours in total. Step1: Idea making Nine students were divided into three groups and engaged in group work to examine "places in Koyasan that we want to improve" and "ideas for people to enjoy there". Before the group work, the author gave a lecture on conservation of Koyasan's historical landscape and community development. However, all of the groups remained with vague ideas, so in the second work, the students drew a map of ``places they would like to see improved'' on their familiar route to school, and asked them to ``make the places enjoyable for residents and tourists.'' Thinking about spatial ingenuity for After the second workshop, the town mayor gave a lecture on Koya Town's town planning policy. Step2: Fieldwork In order for the students to physically grasp the actual urban space, they worked on fieldwork for about 100 minutes x 3 times. In the fieldwork, the students drew ideas for the use of the space by drawing sketches on-site at three target sites (Kanarin Park, Benten Park, and a parking lot with Kannon-do) selected by the authors in advance based on the proposals made by each group. It was investigated. During the fieldwork, the students received an explanation of the target area from the author's point of view of inheriting the historical space. Step 3: Future conception of the entire town Students worked on group work to draw a future image of the town based on discussions among students. The content is to connect each fieldwork target area and tourist attractions with flow lines so that residents and tourists can discover new attractions of Koyasan, and to consider ideas that make people want to walk around the entire town. . In doing so, the authors advise the students to broaden their perspective on the whole town and develop multifaceted ideas. Step4：Announcement of future concept The students revised the composition and scenario of the presentations they had prepared so far, and presented the final product at learning presentations on campus and exchange meetings with junior high school students from friendship cities. However, the initially planned proposal to the town mayor was not carried out due to lack of preparation time. Outcomes of hometown learning All the first-year students made a proposal about the idea of a base for walking around the city connecting sightseeing spots, which was a theme set by the author in advance, and compiled it into a three-minute video using illustrations. In Step 1, students share the local issue that tourists visit famous tourist spots and there are few people walking around the city, and they will work on "place creation" at shrines, Kanawa Park, Benten Park, Kannon-do, shops, community centers, etc. discussed the idea of In step 2, the ideas for improving the space in the parking lot of Kanawa Park, Benten Park, and Kannon-do include setting up a stone-paved approach to improve the scenery of the pagoda and shrine, as well as stalls and souvenirs aimed at attracting customers and staying for a certain period of time. We examined the installation of shops and benches. Then, in Step 3, the idea was developed into an overall urban design idea with three locations as bases for walking around the city, and proposals such as sharing bicycles and setting up bases for shrines and temples stamp rallies were compiled as the final deliverable. NEWS Paper published in Architectural Institute of Japan Technical Reports Previous Next

建築計画研究室第1期の研究テーマは、①過小規模校の中学校における教科教室制の導入が生徒の行動変容に及ぼす影響―高野山学びの杜を事例としてー／②ニュータウンにおける自走型自治を目指す私設公民館「まちの家事室・泉北ラボ」の運営実態の把握 ／③テンポラリーアーキテクチャーによるプレイスメイキングとその効果の把握―石切参道商店街を対象としてー／④なんば広場の滞留スペースにおける人々の滞留行動の実態分析／⑤雑賀崎の漁業と｢直接販売｣から生まれる文化的景観の実態把握／⑥まちづくりの核としての無人駅活用の実態把握―湯浅駅と卯之町駅を対象として―です。【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. In order to create a communicative space in which all kinds of people, including pilgrims and residents, can easily enter the building as they walk through the town and enjoy conversations and discussions as they please, there will be a theater where pilgrims can learn about the traditional industries of Koyasan. , We have a book cafe that will also be a place for children. なんば広場の滞留スペースにおける人々の滞留行動の実態分析 Research 本研究は、大阪市の「なんば広場」を対象に、歩行者空間化後の滞留スペースにおける利用状況と人々の行動を分析したものです。なんば広場は、2008年の構想から2023年に歩行者専用空間としてオープンし、季節イベントの会場や滞留スポットを備えた都市広場として機能しています。広場設置前はタクシー乗り場や車道が占める空間で、放置自転車や混雑といった課題がありましたが、歩行者空間化により回遊性と利用者の快適性が向上しました。 本研究では、7月、9月、11月、12月の平日13時と17時半に調査を実施し、滞留者の属性や行動を分析しました。結果として、利用状況は季節や時間帯に大きく影響を受け、特に気温が高すぎる9月や寒さが厳しい12月では滞留者数が減少しました。一方で、暖かい時期には一人利用者が多く、寒冷期には同伴者利用が増える傾向が見られました。また、広場は飲食やアクティビティよりも、「何もしなくても居心地が良い」空間として評価され、都会の中で希少なリラックスできる場を提供していることが分かりました。今後は、広場の活用をさらに多様化させる可能性が期待されます。 雑賀崎の漁業と｢直接販売｣から生まれる文化的景観の実態把握 Research 本研究は、和歌山市の漁村集落・雑賀崎を対象に、漁業を中心とした直接販売が生み出す文化的景観の実態を明らかにすることを目的としています。雑賀崎は都市計画法施行以前から自然発生的に形成された地域で、直接販売は地域の象徴的活動として価値を持ちます。研究はSNS投稿の分析、現地フィールドワーク、漁師へのインタビューを通じて実施されました。 結果として、漁港の風景が訪問者にとって特に印象的であり、SNSで広く共有されていることが確認されました。また、漁船から直接販売される新鮮な海産物は、生産者と消費者のコミュニティ形成を促進し、地域の社会的関係性を拡張する役割を果たしていることが分かりました。さらに、店舗形態は各漁船が独自に改善を重ね、多様化している点が明らかになり、地域の自然環境や社会的ニーズに適応する仕組みが確認されました。 これらの結果から、雑賀崎における漁港風景、直接販売、そしてそこから生まれるコミュニティが、地域の文化的景観を構成する重要な要素であり、持続可能な地域づくりに寄与していることが示唆されました。 まちづくりの核としての無人駅活用の実態把握―湯浅駅と卯之町駅を対象として― Research 本研究は、地方都市における無人駅の増加に伴い、駅をまちづくりの一環として活用する新たな方法や価値を明らかにすることを目的としています。全国の無人駅活用事例の文献調査と、湯浅駅（和歌山県）と卯之町駅（愛媛県）の事例調査を通じて分析を行いました。 湯浅駅では、飲食店や物販店、図書館、観光案内所、サテライト庁舎などの機能を併設した複合施設「湯浅えき蔵」が設置され、地域住民や観光客の利用を促進しています。卯之町駅では、飲食店や物販店のほか、郵便局や保育施設も併設され、住民ワークショップで出たアイデアを元にデザインされた待合室など、地域住民の意見を反映した設計が特徴です。 両駅では、駅を拠点にした地域イベントの開催が行われ、駅が地域コミュニティのハブとして機能しています。特に若年層が学習や仕事の場として駅を利用するなど、多世代が関わる空間づくりが成功の要因とされます。本研究は、無人駅が地域活性化の拠点となる可能性を示し、持続可能な駅活用のモデルを提示しました。 LINK 持続可能な鉄道駅のあり方に関する研究 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

創業40年の整骨鍼灸院の経営改革に取り組んだ。クライアントは整骨部門の顧客数の減少に悩んでいた。そこで、まず初めに顧客数が伸び悩んでいる原因を分析するため、スタッフ10名へのヒアリングに加えて受付業務を2週間体験し、顧客の動作や言動に注視して潜在的な要望を分析した。その結果、施術内容には満足しているが、施術空間の環境が顧客ニーズを満たせていないことが分かった。そのため、顧客が安らげる時間を過ごせる質の高い施術空間の実現を目標に、150万円の予算で、治療室のリノベーションと、パンフレット・ウェブサイト・スタッフ制服の刷新、オンライン予約体制の構築に取り組んだ。【Kindai Univ. Architectural Planning Lab. | Ryotaro Urai | 浦井亮太郎 | 建築・まちづくり】 Project.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

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

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している。高野町は世界遺産を有し観光地として著名である一方で，近年人口減少が続く地方小都市である。そうしたなか，高野町唯一の中学校である高野山中学校では，郷土愛の定着を目的とした「ふるさと学習」が総合的な学習の時間に取り組まれてきた。2020年度よりこの「ふるさと学習」の一環としてまちづくり学習が導入された。初年度は，一年間で学習の成果を取りまとめプレゼンテーションまでを行う提案重視型のプログラムとして実施した。それに対し，2021年度は学習過程において生徒と地域のステイクホルダーとの交流・協働という地域連携の機会を組み込むプロセス重視型のプログラムとして実施した。【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 Planning and Practice of “Furusato Learning” in Koya Town 2021 Action research / 2021 / KOYASAN Since 2020, we have been practicing town development learning at a municipal junior high school in Koya Town, Wakayama Prefecture. Koya-cho is famous as a tourist destination with a World Heritage site, but it is a small local city whose population has been declining in recent years. Under such circumstances, Koyasan Junior High School, the only junior high school in Koya Town, has been working on "hometown learning" in 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 was implemented as a proposal-oriented program in which the results of learning were compiled and presented over the course of the year. On the other hand, in 2021, it was implemented as a process-oriented program that incorporates opportunities for regional cooperation through interaction and collaboration between students and local stakeholders in the learning process. Plan contents of hometown study For the 2021 ``Furusato Learning'', the authors set the theme of ``Let's find out the charms and issues of Koya-cho and discuss the future of the town.'' The event was divided into three sub-themes: town development and town development that people would want to visit. As in 2020, the classes will be Step 1: Idea Creation (7 hours), Step 2: Fieldwork (8 hours), Step 3: City Future Concept + Workshop (16 hours), Step 4: Future Concept Divided into 4 steps of interim presentations (6 hours), it was planned to be carried out for a total of 19 times and 37 hours. In 2020, the preparation time for the final deliverable was secured in steps 2 and 3, so the content of the learning program implemented in each step was subject to time constraints. Therefore, in 2021, in addition to increasing the number of class hours, the final presentation of first-year students was positioned as an interim presentation to reduce the burden of preparing for the presentation. In addition, we decided to supplement the work in Steps 2 and 3 in a total of 3 Japanese language classes for 3 hours by coordinating subjects. This provided sufficient time for interviews with local residents and workshops with government officials. Step1: Idea making After the author gave a lecture on changes in the town of Koyasan and examples of community development, 10 students were divided into three groups and worked on creating an image map of the town. However, most of the image maps remained vaguely drawn between school and home. I took the steps to write On top of that, in the third workshop, the students were divided into three themes: ``Creating a city that people want to visit,'' ``Creating a city that is fun to walk in,'' and ``Creating a city that people want to live in.'' considered the idea of Step2: Fieldwork The students undertook fieldwork three times for approximately 100 minutes in order to understand the "attractiveness and issues of Koyasan" and "what they want for the future" that local residents think. Based on the ideas of each group in Step 1, the author proposed candidate sites, and the students selected 15 target sites (Kongobu-ji Temple, Reihokan, Koyasan Tourist Information Center, bookstores). Kobori Nangakudo”, Souvenir shop “Hotokudo”, Tawaraya footwear shop, Japanese confectionery shop “Fuzen”, Nyonindo, Tokugawa Family Mausoleum, Kinrin Pagoda, Haraigawa Benten Shrine, Koyasan University Library, Guest House “kokuu”, Takano executives Interviews were conducted with local residents at police stations and forests (“Genji no Mori”). Prior to the survey, the students received advice from Teacher B on how to conduct interviews in Japanese language classes, and made appointments with local residents. Step 3: Future conception of the entire town + workshop Students worked on group work to draw a future image of the town. Students are divided into the three themes mentioned above, and based on the information collected through fieldwork, they examine ideas that make people want to visit, walk, and live in Koyasan. At that time, we set up a two-hour workshop where we received advice from the staff of the Koya Town Hall Planning Section. In the workshop, the students' ideas and questions about the town that were shared in advance were given advice and answers by the office staff, and then one staff member joined each group to discuss the ideas. Afterwards, the students presented their proposals to local residents, the town mayor, and government officials at an administrative debriefing session in Koya Town, and brushed up their proposals based on advice from the town mayor and others. Step4：Announcement of future concept The students created the structure and scenario of the presentation, put the final results together on A1-sized imitation paper, and presented them at a learning presentation on campus. Artifacts of hometown learning Through interview surveys of local residents, the students became aware of the trends of tourists, measures against vacant houses, and conservation of the natural environment. In Step 1, the students are divided into three themes: "Creating a town that is fun to walk in," "Creating a town that people want to live in," and "Creating a town that they want to visit." Based on interviews with local residents, we examined ideas such as renovation of campsites to accommodate the diversification of tourism purposes of visitors, implementation of a town walking stamp rally, and establishment of cafes using vacant houses. In addition, through a workshop with the staff of the town hall in Step 3, ideas were developed such as assisting in attracting guests to temple lodgings and creating a teleworking environment using vacant houses. NEWS Presented at the “Regional Co-Creation Youth Summit” hosted by the University of Tokyo Presentation at Tokyo Metropolitan Hibiya High School Presentation sheet 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

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

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