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

Andrea Moneta

The exposition presents findings and outputs from a trans-disciplinary research project involving students and tutors of level 5 BA Architecture and Theatre design courses of NTU. 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 was 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 Moneta 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. Moneta summoned the research in a resource for colleagues in the form of a Poster that explained its methodology, identifying nodal points and learning activities to improve design for site-specific in BA level design courses. The research was peer-reviewed as part of PGCAP final assessment, and the Poster was exhibited at TILT showcase 2019.

Introduction

As Senior Lecturer for BA (Hons) Theatre Design of Nottingham trent University, in 2019 I started a collaboration with the Module leader of Interdisciplinary Design Studies of BA (Hons) Architecture, to realise an interdisciplinary short exchange project with my students to expand the diversity of our student community.

The aim was to help the process of understanding and interpreting the inner character and attributes of architecture, in order to use this ‘in-depth exploration and expression of spatial practice’ (Tompkins, 2012) for architecture's design intervention on existing buildings.

I utilised my expertise in theatre design to help architecture students to better engage with site-specific design through an Action Research, extending my academic practice related to design for site-specific into a different course. I believed that action research, in fact, was the perfect tool to answer not only for this specific need of a different Module, Course and School, but also to improve my academic practice and to discover existing knowledge and create new knowledge as a reflective practitioner committed to educational improvement (Shön, 1983). The final goal was not just the resolution of a specific didactic gap, but the dissemination of its findings in a wider practice in the HE sector (Mc Niff, 2016).

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