Engaging with site-specific design through experiential learning and case based learning

Moneta, A. ORCID: 0000-0002-9125-2806, 2019. Engaging with site-specific design through experiential learning and case based learning. Zenodo.

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Abstract

The process of reading, understanding and interpreting the inner character and performative attributes of architecture, and in-depth exploration and expression of spatial practice, are essential aspects for any design intervention on existing buildings for site-specific performance, but they are not enough used for architectural design.

The originality of the action research lies in its trans-disciplinary approach and methodology derived from theatre and performance design, aimed at helping Architecture students to engage with the character of architectural spaces as a propaedeutic step of their design.

The final goal is not just the resolution of a specific didactic need, but also the realisation of a resource for educators and practitioners, so to fill a gap in the literature of site-specific design methodology. The academic literature regarding site-specific performance, in fact, is more oriented in depicting its historical background, describing past and current practice, than summoning up its methodologies and applications.

For this research I designed and planned a series of multidisciplinary learning activities (perception lab, mapping, dramaturgy of the place) using a constructivist approach, within a collaborative design project with level 5 BA Architecture and Theatre design students, involving the exploration of an historical building in Worksop (UK).

The research utilised a combination of Active Learning approach, based on Kolb's Experiential Learning and Case-based learning (CBL); a final questionnaire measured the impact of the research: 87.4% of students agreed that this new methodology helped them to design for site-specific places. I also designed a resource for colleagues in the form of a Poster that summarized the integrated methodology that I used, identifying nodal points and learning activities to improve design for site-specific in BA level design courses.

The paper was peer-reviewed as part of my PGCAP final assessment and the Poster was exhibited at TILT 2019.

Item Type: Other
Creators: Moneta, A.
Publisher: Zenodo
Date: 3 December 2019
Identifiers:
NumberType
10.5281/zenodo.3596896DOI
1250139Other
Rights: Creative Commons Attribution 4.0 International
Divisions: Schools > School of Art and Design
Depositing User: Jonathan Gallacher
Date Added: 03 Jan 2020 14:15
Last Modified: 03 Jan 2020 14:15
URI: http://irep.ntu.ac.uk/id/eprint/38919

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