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.

Context

The academic literature regarding site-specific performance is more oriented in depicting its historical background, describing past and current practice, than summoning up its methodologies and applications. Furthermore, it is usually confined to theatre practice with few references to architecture.

Despite this, in the last two decades Site-specific performance grew up in popularity with a large number of theatre companies and productions in UK and worldwide with a good employment rate for designers; for this reason, Site-specific design covers an important section of NTU Theatre Design taught curriculum. This practice, besides other crucial skills, is relevant to develop students’ critical thinking and communication skills, that are in the top 3 skills needed for the 4^th Industrial Revolution (The Future of Jobs, 2018).

My action research project is then aimed at answering the following research question:

How can I design and plan learning activities that help students to engage with the character of an architectural space to improve site-specific design?

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