Abstract
For some time now, we have been exploring the possibility of domesticating the school and making it not only more permeable and connected to the terri- tory, but also simply welcoming and capable of informing a relational, dynamic, laboratory-based didactics (Weyland and Leone, 2020).
In order to reason even more fully on the trajectories of this process, since 2017 at the Faculty of Education of the Free University of Bolzano, work has been done on the development of a project to qualify according to a clear pedagogical-didac- tic design the spaces of the campus. The aim of the shared design was to enable fu- ture teachers to gain concrete and immersive experience of places, situations and projects, which could then also be developed in their future school contexts. The trajectories of the project were threefold: to create the environment with furnish- ing elements symbolizing comfort, i.e. beanbags, carpets and upholstered chairs; to bring beauty into the building by inviting local artists to temporarily exhibit their works in the Faculty’s spaces; to generate well-being by inserting many in- door plants throughout the building and especially in two lecture theatres. In this short essay, we will present in particular the reasons that led us to consider art as a key element for the qualification of the educational space (Musaio, 2007).