WHAT IS IAMAS?
Transcript of WHAT IS IAMAS?
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WHAT IS IAMAS?
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What is IAMAS?
IAMAS consists of two schools: the Institute of Advanced Media
Arts and Sciences and the International Academy of Media Arts and
Sciences. The Institute is solely a graduate school (for obtaining a
Masters Degree) and has one faculty and one course, namely Media
Creations. There are 20 students in each year of the course. The
Academy is a vocational college accepting 30 students each year who
must have at least graduated from high school. The Academy was
founded in 1996 and the Institute was opened in 2001. Both schools
were established by Gifu Prefecture as part of a strategy to promote
advanced information technology and the culture that develops from
this. The schoolsâ activities are closely linked with Softpia Japan, the
hub of the Prefectureâs information industry.
IAMASâ overseas reputation
The Instituteâs goal is to educate and train specialists active in a wide
range of fi elds relating to media culture. The Academy differs slightly
in that it aims to equip students with the advanced skills required
to become media creators. However, we think of the two schools as
one and are able to smoothly run the vocational college and graduate
school together. This combination is rare in Japan. School events
such as the entrance ceremony, open campus day, culture forum, and
graduate exhibition are all held jointly. âIAMASâ is the acronym
using the letters of the English names for both schools and is well
known within Japan and overseas. In most cases we simply use the
term âIAMASâ when referring to our schools.
Students from diverse backgrounds
Since its foundation, IAMAS has advocated the integration of science
and art. Students coming from various backgrounds including the
sciences, humanities, arts and design have gained stimulation from
peers with different fi elds of expertise and have taken up the chal-
lenge of a new world of expression and research. At the Academy,
high school graduates, university graduates and those who already
have experience in the workforce all study together. Such encounters
with students of different backgrounds, experience and ages naturally
lead to the broadening of perspectives. At the Institute, it is possible
for students to delve into yet unexplored fi elds of media expression.
Well-endowed learning environment
Since Gifu Prefecture is putting effort into human resource develop-
ment as the foundation of an information industry, IAMAS, as a
prefecturally administered institution, has been able to proceed in its
education and research provided with an exceptionally well-endowed
environment. Needless to say, the schools are well equipped with
computers and other technological facilities. Furthermore, as well as
the high teacher-student ratio, the school has siesta rooms enabling
students to stay overnight, and the ability to freely engage in research
and creative activities 24 hours a day is an attractive feature that sets
IAMAS apart from other schools. The IAMAS student dormitory is
low-cost and very comfortable. A range of scholarship programs is
offered to students and some students are able to work part-time on
jobs requested by the Prefecture.
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Laid-back atmosphere
IAMAS prides itself on having a free and laid-back school spirit
that is not at all constrained by existing authoritarian frameworks.
Although there are defi ned structures, namely Courses in the
Academy and Studios in the Institute, research and creative activity
need not fi t within a particular category, but rather is encouraged to
be cross-sectional. Here we are not confi ned to the narrow frame-
work of research labs. Teaching staff and students freely exchange
ideas, giving rise to opportunities for interesting collaboration.
Activities of IAMAS graduates
Since IAMAS was one of the fi rst media-related schools to be estab-
lished in Japan, many IAMAS graduates have found work in similar
schools and faculties established thereafter, as well as advanced media
facilities that are opening up in all parts of the country. Of course
there are also many graduates who fi nd work in various private fi rms
in the media industry, and due to the Prefectureâs policy of actively
assisting venture businesses, there have been some cases of IAMAS
students successfully starting up their own company while at IAMAS.
It seems to be the IAMAS style not to get too frantic about job-
hunting, but make preparations in an easy-going way so that before
students know it they have found their place in the workforce. Bonds
among student graduates are strong and they enthusiastically return
to IAMAS whenever the opportunity arises, such as for graduate
exhibitions.
International activities
Since its establishment, IAMAS has actively pursued overseas link-
ages. Thanks to IAMAS activities such as the biennial international
festival of interactive art and the Artist in Residence program, IAMAS
is widely known internationally. The fact that IAMAS students
have actively taken up the challenge of displaying their works at
internationally reputable exhibitions such as Ars Electronica and have
received high awards at such exhibitions also helps to raise IAMASâ
reputation. Furthermore, eminent researchers and artists from within
Japan and overseas regularly visit IAMAS to give lectures and con-
duct workshops. This is a unique feature that IAMAS is proud of and
it provides the students with enormous stimulation.
Scenic setting in Ogaki
Ogaki, where IAMAS is located, is a castle town with a long his-
tory. The population is now approximately 155,000. To the east,
north and south of the city, rows of mountains can be viewed in the
distance. Ogaki is blessed with abundant water resources and is a
peaceful town steeped in tradition. It is a strange sign of the times
that in such a town, all of a sudden the information hub Softpia was
established and our school IAMAS was created. Ogaki is situated at
the geographical center of Japan where it is convenient to travel any-
where. This allows for an approach that takes a broad and unhurried
view of the world, which gives IAMAS an appeal that it would not
have in a big city.
5 6
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INSTITUTE OF ADVANCED MEDIA ARTS AND SCIENCES
The Institute of Advanced Media Arts and Sciences was established as an educa-
tion and research institute that can respond to the needs of the new era, an era in
which the progress of information technology is forging new links among science,
art, industry and all aspects of our lives. We aim to foster a society-related âknowl-
edge of creationâ as the basis for education and research at the Institute, through
producing physical objects and information. âMedia Creationâ can be seen as the
realization of this knowledge through digital technology. The school aims to train
advanced multimedia specialists who have a clear grasp of the act of âcreatingâ
from a broad perspective, as well as specialist technical skills, and who go on to
develop a culture having a long-term framework that caters for an increasingly in-
ternationalized and diversifi ed society.
Institute Organization and Curriculum
Discovering a new future
The Institute is a university that only has a graduate school (Masters Course)
and does not have any basic degree courses. IAMAS enrolls students from all
backgrounds including science, the arts, and humanities. Students with science
backgrounds learn artistic expression and the potential for development and ap-
plications of such skills combined with their own knowledge. Students with artistic
backgrounds are exposed to the latest in multimedia technology and theory, further
widening their scope for art creation. Students from the humanities are exposed to
the process of artistic creation and learn practical planning and preposition skills
invaluable in the upcoming multimedia oriented society. As they gain experience
during their studies at IAMAS, some students proceed along a path quite different
from their previous background, and some even explore completely new fi elds.
Studios
IAMAS does not adopt the research group system found in most graduate schools.
Instead, its base organizations for education and research are studios to which
several faculty members belong. Although each student is allocated to a particular
studio, this does not confi ne students to working only within a specifi c area, but
rather acts as a collective base enabling mutual exchange with students from differ-
ent fi elds. There is frequently collaboration among several studios, and workshops
spanning studios are freely and actively conducted.
Projects
The inter-disciplinary focus is refl ected in the curriculum as well, especially in proj-
ect subjects. Project subjects involve collaborative research conducted with other
studios, research institutions, local government departments and private corpora-
tions, and are compulsory subjects. Students participate in at least one project, and
by experiencing the entire process of taking a research project from the planning
stage right through to completion, students are able to speculate how their research
and creative projects affect society around them. Project themes are chosen particu-
larly for their emphasis on external social and regional applications, and it can be
said that the benefi ts of such research are returned to society and the community.
Compulsory subjects and option subjects
As well as studio and project work, the Instituteâs curriculum consists of compul-
sory subjects including motif work, which comprises workshops beginning as soon
as a student enters IAMAS, and media literacy, which comprises programming and
presentation skills. There are also foundation theory subjects and various special-
ist subjects carried out by supervising professors from each studio. Other than the
compulsory subjects there are a number of optional subjects that can be chosen
freely according to individual needs, without being confi ned by the framework of
the studio structure.
The four studios comprising the Institute
Studio 1 [Interactive Media]
The interactivity of electronic media facilitates real-time information exchanges,
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and together with the development of the network environment, is beginning to
transform the structure of society. In this period of change, Studio 1 aims to reveal
and analyze technically and socially the various challenges posed by interactive
media, and conducts research and creative activities involving artistic and practical
aspects of interactive media. Specialist subjects consist of Practical Interactive Me-
dia Expression and Media Installation Theory.
Staff: Sekiguchi Atsuhito, Christa Sommerer, Laurent Mignonneau, Suzuki Nobuya
Studio 2 [Time Based Media]
Electronic media is beginning to dissolve the traditional order of space and time
and create a virtual order. However, at the base of this exists the real world, in
which humans, and living things in general, go about their daily lives. The struc-
tures and narratives along this time axis comprise the archetypal order of our
world. Taking this into account, Studio 2 conducts research into diverse time struc-
tures corresponding to new electronic media, and proposes new media in response
to such structures. The specialist subjects in Studio 2 are Expression in Cinematic
Media, Computer Sound Synthesis and Modeling in Computer Graphics.
Staff: Tsuzuki Masaaki, Miwa Masahiro, Takahashi Noriho, Maeda Shinjiro (part-time)
Studio 3 [Interface]
Studio 3âs activities include research into the practical use of electronic media in so-
ciety and city environs, and the development of interfaces for materializing invisible
digital information in a visible physical environment. This research aims to extend
the boundaries of art, design and technology, and is not limited to one category of
technological development. The specialist subjects consist of Information Interface
Theory and Relational Design Theory.
Staff: Nakayama Takeshi, Irie Keiichi, Andreas Schneider, Ishida Akira, Kobayashi Takahiro
Studio 4 [Media Aesthetics]
Through various practical activities such as art project and event planning, muse-
um conception, the digitalization and use of conventional cultural information, and
new communication design in global networks, Studio 4 examines the culture of
the electronic information environment at a fundamental level. Specialist subjects
consist of Language Expression Theory and Performance Theory.
Staff: Yokoyama Tadashi, Yoshioka Hiroshi, Fuyama Tsuyoshi
Center for Media Culture (CMC)
The Center for Media Culture (CMC) is an auxiliary research body within the Insti-
tute. Its role is to act as an interface, linking the various activities of IAMAS with
the external community.
One of CMCâs key responsibilities is to build a network of domestic and interna-
tional media-related research and education institutions. In 2003, IAMAS will hold
an international media art contest in collaboration with UNESCO. Further, since
1995, IAMAS has held the biannual international media art event âWorld Forum
for Media Art and Cultureâ with the support of Gifu Prefecture and Ogaki City,
and has organized large-scale international exhibitions and symposiums. This event
will be continued next year under the new name of Ogaki Biennale.
CMC puts just as much effort into building ties with the region and local com-
munity. In collaboration with an Ogaki City citizensâ group, IAMAS has held
events to raise funds for reconstruction assistance for Afghanistan, such as a pho-
tography exhibition.
The Artist in Residence program, in which IAMAS seeks applications from
overseas artists to come to IAMAS and be supported in their creative activities has
already been in progress for 8 years and is administered by CMC. The residencies
provide a valuable opportunity for IAMAS students to witness a top-level artist in
the creation of a work. CMC is responsible for a diverse range of activities includ-
ing publication of books written by faculty members, publication of an Annual re-
cording IAMAS activities during that year, web-site administration, producing and
issuing a unique email magazine to all IAMAS members, and building an archive to
store IAMAS research and education activities as digital assets.
7 8
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ANDã³ãŒã¹ [Advanced Network Design Course]
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DITã³ãŒã¹ [Designing for Information Technology Course]
æ å ±æè¡ã«ããã³ãã¥ãã±ãŒã·ã§ã³ã®ããã®æ¬¡äžä»£ãã¶ã€ã³çè«ãã³ã³ãã¥ãŒã¿ãçšããé 圢æèããã¶ã€ã³ã«å¿çšãåŸãã³ã³ãã¥ãŒã¿ã®ç¹åŸŽãåŠã³ãå®äœã«ããå®éšãè¡ããªãããå ·äœçã«ãã®ãäœãåãé€ããŸãããŸããã¡ãã£ã¢æšªæçã«æ å ±ãçºä¿¡ãããã¶ã€ã³ãéããŠçºèšã§ãã人æã®è²æãããžã¿ã«ã³ã³ãã³ãã®ãªãŒãµãŒã®è²æãããããŸããè¬çŸ©ã»å®ç¿äžå¿ã®ã«ãªãã¥ã©ã ãçµãŸããŠãããããã¶ã€ãã³ã°ã»ããã°ã©ã ãããªãŒãµãªã³ã°å®ç¿ãã®ã»ãã倧åŠé¢ã®éè¬ç§ç®ã§ããããã¡ãã£ã¢ãã¶ã€ã³ç¹è«ïŒæŒç¿ããå¿ ä¿®ãšãªã£ãŠããŸããåæã«å®äœç³»ãç 究系ã®ãŒããäŒæ¥ãšã®é£æºã§è¡ãªã次äžä»£æºåž¯é»è©±ã®éçºãäŒçµ±å·¥èžã®æ°ããå±ç€ºã®ããã®ãããžã§ã¯ããªã©ãè¡ãªã£ãŠããŸãããŸããäŸå¹Žãåæ¥å¶äœå±ã®
INTERNATIONAL ACADEMY OF MEDIA ARTS AND SCIENCES
The International Academy of Media Arts and Sciences is a unique, advanced level
vocational college where students learn technology and theory in a wide range of
fi elds necessary for todayâs information society, including CG, digital imaging, de-
sign, sound, networking and programming. Students are trained for work as media
specialists and creators, able to use these skills and knowledge to pursue creative
activities in diverse areas.
The four courses comprising the Academy: AND, CGI, DIT, and DSP.
AND Course [Advanced Network Design Course]
Media and information technology is developing so fast that it is diffi cult to predict
both what technology will become mainstream two years from now, and also how
this new technology will affect the makeup of society and lifestyle of individuals.
The role of IAMAS is to produce multimedia masters who can grasp the rapid
developments in technology; individuals who possess the skills necessary to design
future machines and systems using currently available technologies as the stepping-
stone for further development. Great expectations are placed on IAMAS graduates
to become the proponents of new social systems, the engineers who will create the
new information systems and the entrepreneurs who will start up the new indus-
tries.
Students learn how to construct server systems for both web and database uses.
Second year students develop their practical skills by collaborating with students
from other courses and companies on the design and development of server sys-
tems for practical use. By participating in collaborative research projects with other
universities and research institutions, students also develop their ability to take a
new system from the planning and design stage right through to the research and
development stage.
It is also common for AND Course students to collaborate on projects with cur-
rent and graduate students who have started up their own venture enterprises. It
is not unusual for students to obtain information technology related qualifi cations
such as Oracle Master and so forth.Staff: Yoshida Shigeki, Shinjo Atsushi
CGI Course [Computer Generated Image Course]
Examination of the image culture of the 20th century reveals that it was still the era
of fi lm. The current wave of digitalization is fundamentally changing the essence of
image creation. If the new talent in CG imagery is not able to keep up with the times
and meet the demands of the new era, while maintaining their enthusiasm and as-
pirations for image composition, they will not be able to operate in the front line of
image creation. The objective of this course is to produce specialists who are literate
in CG and digital imaging and can fully utilize the technology of the 21st century.
Students have access to a well-equipped 3DCG creation environment including
software such as MAYA, SoftImage, Houdini, and RenderMan. Every year IAMAS
students produce works that receive wide acclaim at various CG and animation
contests worldwide. Regular discussions are held on research papers submitted to
SIGGRAPH and the results of student research often announced at conferences
such as NICOGRAPH. A student collaboration project called âiamas TVâ is peri-
odically broadcast on Gifu Prefecture cable television and has been well received by
audiences.Staff: Takakuwa Masao, Oda Hideyuki, Maeda Shinjiro
DIT Course [Designing for Information Technology Course]
Students study next generation design theory on modern communications devices,
creative thinking using computers, the merits of computers when applied to de-
sign and conduct experiments by creating actual works. The principal goal of this
course is to develop studentâs creative abilities in design. Through the DIT Course
IAMAS aims to produce multimedia masters and digital contents authors who can
make personal statements through design across all forms of media, and design me-
dia for effi cient dissemination of information.
The curriculum is based on both theoretical lectures and practical workshops.
Compulsory subjects include âProgramming for Designâ and âPractical Interactive
Contents Authoring,â and also a class held at the Institute called âMedia Design
Theory and Practice.â In addition to both creative and research style seminars,
students also participate in projects involving next generation cellular phones and
other projects on creating new methods to exhibit traditional cultural artifacts. Ev-
ã³ãŒã¹ãŒãïŒ æ åœæå¡ã«ãããã¬ãã·ãã«ãªã³ãŒã¹éå¶ã«ãããå€æ§ãªèª²é¡ãå¶äœã«åãçµã¿ããã®éçšãéããŠå°éçãªæè¡ãšç¥èãä¿®åŸããããšãç®çãšããŠããŸããèªç±ãªæéç·šæãè¡ãªããããšã§ãã³ãŒã¹ã®æ ãè¶ ããã¯ãŒã¯ã·ã§ããã®éå¬ãåŠçã®ã°ã«ãŒãã¯ãŒãã³ã°ãåŠçèªããææ¡éå¶ãããããžã§ã¯ããªã©ãå¯èœã§ãéäžçãªç 究ãå¶äœãè¡ãªããããã«ãªã£ãŠããŸãã
ãªãã©ã·ãŒïŒIAMASã§ã®ç掻ãææ¥ãå¶äœã«å¿ èŠãªããŸããŸãªåéã®åºç€ãåŠã³ãŸããã³ã³ãã¥ãŒã¿ã®äžè¬ç¥èããããã¯ãŒã¯ãããã°ã©ãã³ã°ã®åºç€ç¥èãçŸè¡ããã¶ã€ã³ã2Dã»3Dã°ã©ãã£ãã¯ã¹ãæ åãé³é¿ãªã©ã®å ¥éè¬åº§ãªã©ãææ¥ãã¯ãŒã¯ã·ã§ãã圢åŒã§çšæãããå¿ èŠã«å¿ããŠå±¥ä¿®ããããšãåºæ¥ãããã«ãªã£ãŠããŸããããã¯ããžã¿ã«ã³ã³ãã³ããäœãããã§å¿ èŠãªæäœéã®ç¥èãšæè¡ãåŠã³ãç°ãªãåéã®äººãã¡ãšã³ã©ãã¬ãŒã·ã§ã³ããããã®å ±æåºç€ãç²åŸããããšãç®çãšããŠããŸãããªãã©ã·ãŒã¯åèªãç®çããã£ãŠåŠã¶ããã®æåã®å ¥å£ãšãªãç§ç®ã§ãã
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DSPã³ãŒã¹ [Digital Sensory Programming Course]
ã¢ãŒããšãã¯ãããžãŒã®æŽå²ã®ãªãã§ãããã£ãŒãããã¯æ§ããªã¢ã«ã¿ã€ã æ§ã®é«ãã€ã³ã¹ãã©ã¡ã³ãïŒéå ·ã楜åšïŒãšããã©ãŒããŒïŒåœ¹è ãæŒå¥è ïŒã®é¢ä¿æ§ã«æ³šç®ãããããåºãè€åæèŠãéãã身äœã®æ¡åŒµãžãšçºå±ãããå€æ§ãªã¡ãã£ã¢ããããã¯ãŒã¯ãèªå·±ã®èº«äœãšããŠé§äœ¿ã§ãããã¿ãã¿ãããææ§ãæã£ãè¡šçŸè ãæè¡è ã®è²æãããããŸããé³æ¥œå¶äœæè¡ã®åºç€ããããžã¿ã«ä¿¡å·åŠçã®åŠç¿ãå¿çšãšããŠãç»åèªèã空éé³åå®äœãçšããã°ã«ãŒãå¶äœãã¯ãŒã¯ã·ã§ããã®äŒç»éå¶ãè¡ãããŠããŸãããããã¯ãŒã¯ãäžå¿ãšããããã°ã©ãã³ã°ãã°ã«ãŒãäœåå¶äœãé¢é£ããæè¡ãçè«ã®èŒªè¬ãã€ãã³ãã®ãããäžç¶ã«ãåã泚ãããŠããŸãããŸãããã¯ãããžãŒã«ãã£ãŠå€åããŠãã身äœã®æŽå²ãèžãŸãã€ã€ããããè¶ ããäœåããã³ããã©ãŒãã³ã¹ã®å¶äœããã³çºè¡šãè¡ãããŠããŸãã
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1ïŒããžã¿ã«ä¿¡å·åŠçã«ããé³é¿åæãé³æ¥œè¡šçŸ
2ïŒããã°ã©ãã³ã°ããããã¯ãŒã¯ãããŒã¿ããŒã¹ãªã©ã®ã¡ãã£ã¢åŠçããã³è¡šçŸ
3ïŒã»ã³ãµãŒãç»ååŠçãªã©ãçšããè€åæèŠçãªããã©ãŒãã³ã¹ãè¡šçŸ
æ åœïŒèµ€æŸæ£è¡ãå¹³æçå®ãå¹³éæ²»æ
ã¢ã«ãããŒã®ã«ãªãã¥ã©ã
ã¢ã«ãããŒã®ã«ãªãã¥ã©ã ã¯ãã³ãŒã¹ãŒãããªãã©ã·ãŒãããŒã¹ãã¯ãã£ãç§ç®ããæã£ãŠããŸãããã®ã»ãã«ã倧åŠé¢å€§åŠã®éè¬ç§ç®ãèŽè¬ããããšãåºæ¥ãŸãã
ery year students from the DIT Course oversee the design of the Graduate Exhibi-
tion posters, publicity for IAMAS events and so forth.
Staff: Nagahara Yasuhito (part-time), Furukata Masahiko, Suzuki Nobuya (part-time)
DSP Course [Digital Sensory Programming Course]
Throughout the history of art and technology, much attention has been paid to the
relationship between instruments (both musical and other) operated in real-time, which
possess a high degree of feedback, and the performer (vocalists and instrumentalists).
In the DSP course students develop modes of expression that are multi-sensory and
appeal to the whole body and donât limit their compositions to traditional forms of
music and the sense of hearing. Through the DSP Course IAMAS aims to produce
musicians and engineers with fresh sensory concepts who can make the most of the
various media and networking technology available, just as if the technology were
part of their own physical being.
Students acquire a wide range of skills and knowledge from basic music com-
position to digital signal processing. In an attempt to make practical use of the
skills and knowledge learnt in class students often participate in group projects on
image recognition and sound spatialization, and the planning and management of
workshops and seminars. Classes focus on programming and creative group work
based on networks, acquisition of related skills and theory and the live broadcast
of events over networks. Students strive to understand how physical perception
has changed with the advent of modern technology, focusing on the development
of both exhibition and performance works and on the creation of other forms of
expression that exceed current human physical limitations.Staff: Akamatsu Masayuki, Hirabayashi Masami, Hirano Jiro
The Academyâs curriculum
The Academyâs curriculum consists of course seminars, literacy subjects, and per-
spective subjects.
Course seminars: Students become involved in diverse issues and creative activi-
ties through courses conducted fl exibly by the IAMAS teaching staff. The courses
are designed to enable students to gain specialized skills and knowledge. Due to a
relatively open timetable students are able to organize independent workshops and
study groups, propose their own projects and freely focus on their own research
and creative works.
Literacy: Students learn the various basic areas of knowledge necessary to attend
classes and undertake creative projects at IAMAS. Entry level classes are available
in both lecture and workshop form and cover subject areas such as general com-
puter knowledge, basic networking and programming, art and design, 2D and 3D
graphics, digital imaging and music. The Literacy subjects are fl exible enough for
students only to take classes according to their needs. The objective is for students
to acquire both the skills and knowledge needed to create digital contents and a
common knowledge base so that students from different areas are able to collaborate
on projects. The literacy subjects provide an entry point to further study at IAMAS
through which students can acquire new skills and knowledge consistent with their
personal goals.
Perspective: The objective of the perspective subject is for students to acquire the
skills and knowledge to analyze the current information-oriented society in an at-
tempt to gain insight into what the future may bring. Students can take subjects
that cover various specialist topics relating to media culture, the current informa-
tion-oriented society and industry and modern thought.
Individual work and English: Each student is required to create an individual
work. Students give intermediate presentations after each research stage and pres-
ent their fi nal results at the Graduate Exhibition. The ability to communicate in the
universal language of English is vital in the borderless, information-oriented society,
particularly as represented by the Internet. Therefore, IAMAS puts effort into Eng-
lish language education with classes in communication and writing held throughout
the year. Classes are small and students are separated according to ability. Students
learn everyday conversation and the practical English required to utilize email, the
Internet and complete documents for overseas exhibitions and competitions.
æãªã€ãããè«æãããªãã¬é»æ³¢æãå°å¥³ãã¢ã«ãã㌠4æç西島治暹åã®åæ¥å¶äœã§ããªã³ãã®ã¢ã«ã¹ã»ãšã¬ã¯ãããã«2001
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é€è倩åœå転å°ãYORO-TENMEI-HAN-TENCHI
11 12
YOSHIDA SHIGEKI
ANDã³ãŒã¹ã§æããªãããã
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FUYAMA TSUYOSHI
CMCãšããããšã¯ãªãã§ããã
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FURUKATA MASAHIKO
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ONODA YUJI
åæ¥ããŠå°±è·ããã®ã« IAMASã®
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ç§ã¯ããšããšçåŠéšåºèº«ã§ã倧åŠé¢ä¿®äºåŸã¯ãèšç®ç§åŠã»æ å ±ç§åŠåéã®ç 究ãããŠããã®ã§ãããIAMASã«ãããçåŠã»å·¥åŠç³»ã®ç 究ããæ¢åã®å€§åŠãšå€§ããç°ãªããšããã¯ãç 究éçºã®èæ¯ã«ããæè¡ã«å¯Ÿããã䟡å€èŠ³ãã«ãããšèããŠããŸããããŸãŸã§ã®æè²ã»ç 究ã®æ çµã¿ã§ã¯ãäœç³»åãããæè²ãç¹°ãè¿ããã¡ãæ°æè¡ãæ°æŠå¿µãè©äŸ¡ããã䟡å€èŠ³ããŸã§ã硬çŽåãããŠããŸã£ãŠããã®ã§ã¯ãªãããšããçåããã£ãšæã£ãŠããŸãããå®ç€ŸäŒãå®ç掻ãããé«åºŠã«ããè±ãã«ããå¯èœæ§ãæã£ããã®ã®ã¿ããããè¯ãããšããèãæ¹ã§ãããã®èãæ¹èªèº«ã¯ééã£ãŠã¯ããªãã®ã§ããã極床ã«é«åºŠåãããçŸä»£ç€ŸäŒã«å¯ŸããŠã¯ãåŸã ã«ããŠãéç®±ã®é ãã€ã€ããããªç 究ã«ãªããã¡ã§ãæ¬æ¥äœããåµé ããæã«æãããããããããããããªæèŠãç 究ããæããããªããªã£ãŠæ¥ãŠããŸããã倧ããªé£èºãæã¿ã«ãããªã£ãŠããŸããIAMASã§ã¯ãã¡ãã£ã¢è¡šçŸãšãã芳ç¹ããã瀟äŒãå®ç掻ãžã®çŽæ¥ã®å¯äžã ãã§ãªããèžè¡ã«ä»£è¡šããããèªããè¡šçŸããããšãã欲æ±ãæºããããã®æè¡ãšãã£ããããåºã䟡å€èŠ³ã蚱容ããç 究ã»æè²ãè¡ã£ãŠããŸãããããããåŸæ¥ã®äŸ¡å€èŠ³ã«ãšããããããããããããããããªæè¡ã®ç 究ãããŠãããããšèããŠããŸãã ç³ç° 亚
I was originally a science graduate, and after completing my Masters degree I have un-
dertaken research in the fi elds of computational science and information science. I believe
that what makes the scientifi c and engineering research conducted at IAMAS so different
from research conducted at other universities is the different set of values with respect
to the technology that forms the background for research and development. I have for a
long time been concerned that in the education and research framework up to now, the
repetition of a systemized form of education has led to the âvaluesâ with which we judge
new technology and new concepts becoming fi xed. It has given rise to the idea that only
things that actually advance or enrich society or our lifestyles are worthwhile pursuing.
This idea is not in itself wrong. However, in todayâs society, which is already extremely
advanced, research tends to become nit-picking over details and I get the feeling that we
no longer gain from research the sense of excitement of having created something. This
makes it diffi cult to hope for huge advances in our understanding. At IAMAS, however,
we engage in research and education from the perspective of media expression, allowing
for a wider set of values. Technology is not only important for its direct contribution
to society and our actual lifestyles, but it also enables us to satisfy our desire to express
ourselves. This is the value represented by art. I hope to continue this kind of âexcitingâ
technological research, without being bound by former values. Ishida Akira
ãŒãã®ããã¯ã°ã©ãŠã³ãã¯å²åŠã»çŸåŠã§ããä»å¹ŽåºŠ IAMASã§ã¯ãçŸä»£ææ³æŒç¿ããèšèªè¡šçŸç¹è«ããªã©ã®è¬çŸ©ãæ åœããŠããŸããããã§è¡ã£ãŠããã®ã¯ãæ¥åžžç掻ããåœéæ¿æ²»ãŸã§ããŒããã¡ãçããŠãããã®äžçã«ã€ããŠãèªåã®èšèã§è¡šçŸããèšç·Žã§ãããã®ããã«ã¯ããã¬ããæ°èéèªãªã©ãã¹ã¡ãã£ã¢ãæ¯æ¥ã®ããã«æŒãä»ããŠããåžžèçãªäžçèšè¿°ã«æµæããªããã°ãªããŸãããçè«çãªå匷ãšã¯ããã®æµæã®ããã®éå ·ãªã®ã§ããæ宀ã§ã¯ã人æç§åŠç³»ã®å€§åŠé¢ãåºãåŠçãå¿ æ»ã§èª¿ã¹ãŠçµã¿ç«ãŠãè°è«ããé«æ ¡ãåºãã°ããã®åŠçãæŸã£ãäžèšã§åŽ©ãå»ãããšãããããªããšãèµ·ãããŸãããããçè«ã®é¢çœããšããã§ããè¬çŸ©ä»¥å€ã§ã¯ãIAMASã®ã®ã£ã©ãªãŒã«ãããå±ç€ºèšç»ãè¡ããiamas OSããšãã掻åã®äžè©±ãããŠããŸããäœåãããã«ããŠèŠããããã©ããªã€ãã³ããè¡ãããšããããšãããæ å ±æè¡ãã¢ãŒãã瀟äŒãšã®é¢ãããå®è·µçã«åŠã¹ãã®ã¯ãåŠçã«ãšã£ãŠããçµéšã«ãªã£ãŠãããšæããŸãããŸããæ»åšã¢ãŒãã£ã¹ãã®å¶äœæŽ»åãžã®ååããåœå å€ã§ã®ããŸããŸãªã€ãã³ããå±èŠ§äŒã亀æµããã°ã©ã ãžã®åå ãéããŠãåŠçãã¡ãç°æåãšè§Šãåãæ©äŒã®å€ãããšããIAMASã«ããããšã®å€§ããªå©ç¹ã ãšæããŸãã å岡 æŽ
My background is in philosophy and aesthetics. At IAMAS this year I am responsible
for the Contemporary Philosophy and Principles of Media Expression courses. These
courses train students to express in their own language their view of the world we
live in, from daily life to international politics. In order to do this, we must resist the
common-sense description of the world imposed upon us daily by the mass media
through television, newspapers and magazines. Theoretical study is a tool to help us
resist this. In the classroom we sometimes have situations where an argument care-
fully researched and presented by a student who has a Masters Degree in humanities,
falls apart due to a comment from a student just out of high school. This is what
makes theory so interesting. Apart from teaching, I am also involved in the activities
of the iamas OS project, responsible for planning exhibitions in the IAMAS gallery. I
think that practical learning about the relationships between information technology,
art and society through making decisions on how to display works and what sort of
exhibitions to hold enables students to gain useful experience. Furthermore, a signifi -
cant advantage of being at IAMAS is the numerous opportunities available to students
to mix with people from different cultures through co-operating in the activities of
visiting artists and participating in various national and international events, exhibi-
tions and exchange programs. Yoshioka Hiroshi
SATO TADAHIKO
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KIDO KAZUKO
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ONNO VICTOR VANâT HOF
Improving English skills for business
and personal use.
IAMAS
IMAO KANAKO
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It could probably be said that my ideas and principles are somewhat unique in IA-
MAS. I have experienced the genesis of CG, and to me, general statements, such as
âcollaboration between artists and engineersâ and âa computer is a toolâ are just
blank expressions.
At a time when directors and creators had to procure the whole lot of software and
hardware on their own, they were required to become exceptional researchers as well.
In the age when philosophy, mathematics, physics, and astronomy were considered to
be the same subject, Da Vinci-type talents were respected, and there was a time when
such short-sighted artistsâ remarks as âa computer is only a toolâ were rejected. On
the other hand, the current situation in relation to CG technology is that there is a
recognition of artworks becoming eroded and stereotyped due to so-called âcollabo-
rationâ that makes the division of labor superfi cial. However, one must be careful not
to make the mistake of confusing expedient collaboration with the high-order division
of labor of the sort carried out by ILM and PIXER Hollywood companies.
I think that it is especially qualities such as the power to perceive the essence of the
universe, and the ability to completely oppose superfi cial collaboration that go to the
heart of creation. I would like to cultivate such qualities among IAMAS students.
Takakuwa Masao
ãŒãã¯æåŠéšåºèº«ã§ããã¯ãããžãŒã«ãã¢ãŒãã«ãé¢ä¿ã®ãªãçµæŽã§ãããã ãé«æ ¡çã®é ããé³æ¥œå¶äœãå§ãã倧åŠçã«ãªããšã³ã³ãã¥ãŒã¿ã»ããã°ã©ãã³ã°ãå§ããŸãããã¢ããã°ã»ã·ã³ã»ãš8ãããã»ãã€ã³ã³ã®æ代ã§ãããããã§ãç¬åŠãšãããã奜ãåæã«å¶äœãç¶ããŠãããããã€ã®ãŸã«ã IAMASã«æ¥ã¡ãã£ãããšããã®ãå®æ ã§ãããããªããã§ãé Œãã¹ãããã¯ã°ã©ãŠã³ããåžèãªã ãã«ãå¿ èŠãªç¥èã解決çã«èŸ¿ãçããã¯ããã¯ã¯å¿ é ã§ãããäœãæ£ããäœã劥åœãªã®ãããšãã£ãå€ææ¹æ³ãåå®ãªåé¡ã§ãããããããããŸèãããšãããã¯åœç¶ã®ããšãªãã§ããããŒããã¡ã倢èŠãŠããã®ã¯ããŸã ã©ãã«ãååšããŠããªãäœããã ãããéèŠãªã®ã¯ãã¿ãã¿ãããææ§ã貪欲ãªå¥œå¥å¿ãå·æãªãŸã§ã®æ ç±ããããŠèªåãªãã®æ¹æ³è«ã§ãããã£ãšãäœãå¿ èŠããèŠæ¥µããã°ãåºç€çãªç¥èãæè¡ã¯ãç¡çããã«ã§ã身ã«ä»ãããããªããã ãããIAMASã§ãŒããæ åœããææ¥ã¯ãããæå³ã§ä¹±æŽãããããªãããäœããããã®ã説æããããã£ããšå§ããããã£ãŠèšãã ãã§ããããã ãã©ãæããããšãªããã³ãã¯åºæ¥ãã ãçšæããããšæã£ãŠããŸããå®éããããªãã³ããå±±ã»ã©ããã®ã IAMASãããªãããªããããŠãåŠç以äžã«ãèªåèªèº«ãæ¢æ±è ã§ãªããã°ãŸãããã§ããã èµ€æŸæ£è¡
I am from a literature background and my work experience is unrelated to technology
or art. However, as a high school student I began composing music and when I was at
university I started computer programming. That was the age of analogue synthesiz-
ers and 8-bit microcomputers. I continued this self-study, or rather kept on creating
things as I pleased, and before I knew it, I found myself at IAMAS. Since I had no
fi rm background to draw upon, I had to develop techniques to acquire the necessary
knowledge and strategies to resolve problems. Finding a way to judge what was cor-
rect or what was appropriate was also a big problem for me. But thinking about it
now, this was only natural. It is because here at IAMAS, our dreams are about some-
thing that doesnât yet exist anywhere. What is important is having a fresh sensitivity,
avid curiosity, passion that is almost obsessive, and your own unique methodology.
Once you spot what is necessary you have to force yourself to come to terms with the
basic knowledge and technology required. My classes at IAMAS might be seen in
some respects as disorderly, because I just tell the students that they must explain
what they want to do and get on with the job. But I try as much as possible to provide
them with useful hints. The fact that there are so many such hints to be found at
IAMAS is probably whatâs so special about this school. Of course itâs up to the stu-
dents to seek the answers for themselves. Akamatsu Masayuki
HAKUMAE SUSUMU
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ARIO KUMIKO
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CHRISTA SOMMERER
Teaching intaracrive installation
and promoting IAMAS!
SEKIGUCHI ATSUHITO
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My research residence at IAMAS was scheduled for 3 weeks in November.
The research target was to talk to teachers and students and discuss about
possibilities of new types of musical composition based on the computer
networks and communications technology.
I call it Net Composition, my current creative project at the CM&T (Centre for
Music & Technology), a newly established department at Sibelius Academy
in Helsinki, the only music university in entire Finland and the 3rd largest in
Europe.
IAMAS, being known in Europe as one of the most interesting creative
educational institutes in a field of new media arts and technology in Japan,
was the first to visit, thanks to a kind invitation by professor Miwa whom I
met 1979 during his study time in Berlin.ã
Despite of its remote location from cultural centre, Tokyo, I must admit that
I was quite impressed with rich learning environment including various new
media facilities at IAMAS and its beautiful surrounding nature. I also learned a
great vision concerning a future plan of IT development in Gifu prefecture by
visiting Softpia.
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A: ãI walk from RIST every day.
B: ãOh, that must be a pain in the neck!
A: ãNo, it's good for my health.
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解説
âPain in the neckâ is something or someone who bothers a person.
For example:
Some people think Bill Gates is a pain in the neck.
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Transport
From Ogaki station:
1 hour 40 minutes from Tokyo to Nagoya by Shinkansen bullet train40 minutes from Shin-Osaka to Maibara by Shinkansen bullet train
30 minutes by express train from Nagoya to Ogaki on the JR Tokaido Main Line30 minutes by train from Maibara to Ogaki on the JR Tokaido Main Line
8 minutes by Meihan Kintetsu bus from JR Ogaki station north exit to Ryoke bus stop and 4 minutes walk (There are 1â2 buses every hour)6 minutes by Taxi from Ogaki station
From Gifu-Hashima station:
25 minutes by taxi from JR Gifu-Hashima Station
From Meishin Exp.:
20 minutes by car from Ogaki I.C.
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I think you will have come to realize, from reading this pamphlet, that
our school is somewhat out of the ordinary. I believe that this unique-
ness goes to the heart of our schoolâs identity. Although we pursue cut-
ting-edge technology, I hope that we always bring our own perspective
and do not succumb to passing fads.
Making the most of the advantages of being small, we are striving to
create a productive research and education environment and return the
results of our research to society and the community. If you would like
any information not included in this pamphlet, please do not hesitate to
contact us. When you have the time, please visit our school to see for
yourself our activities and learning environment. We look forward to
your visit.
Yokoyama Tadashi president
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å š40宀ïŒæŽéïŒã1KïŒãŠããããã¹ãããããé»æ°èª¿çåšå ·ä»ãã»çŽ9.6ç³ïŒ
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IAMASããçŽ2.5kmãJR倧å£é§ ããåŸæ©çŽ10å
* 奚åŠéãšåŠç寮ã®è©³çŽ°ã¯ IAMASäºåå±ã«ãåãåãããã ããã
Number of students admitted
Institute of Advanced Media Arts and Sciences, Masters Course â 20 students
International Academy of Media Arts and Sciences (vocational college) â 30 students
Scholarships
Institute of Advanced Media Arts and Sciences
- Gifu Prefecture Institute of Advanced Media Arts and Sciences Special Award (Prefecture
award)
- Ogaki City Award (City award)
- The Japan Scholarship Foundation Scholarship
International Academy of Media Arts and Sciences
- Taguchi Academy Scholarship
- Juroku Bank Scholarship
- Ogaki Kyoritsu Bank Scholarship
- IBIDEN Scholarship
- The Japan Scholarship Foundation Scholarship
Students Dormitory (RIST)
40 western style apartments, single room (unit bath, bed, and electrical cooking equipment
provided, approximately 16 m2 )
Parking space is provided for vehicles, motorbikes and bicycles.
1â1â7 Fujie-cho, Ogaki-shi, 503â0893, Japan
It is about 2.5 kilometers from IAMAS and a 10 min. walk from Ogaki station.
* For details please contact IAMAS offi ce.
WCE PROJECT
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3â95 Ryoke-cho, Ogaki-shi, Gifu, Japan, 503â0014
Tel. +81â (0)584â75â6600
Fax. +81â (0)584â75â6637
www.iamas.ac.jp
IAMAS