IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

For over 350 years, traditional architectural pedagogy has distinguished between two streams of learning: design and theory. We present an experiment in which we horizontally integrated these modes within a vertically integrated curriculum to encourage spiral integration. This was achieved by integrating topics from first-year theory modules into the design studio and then using studio projects to inform and guide assignments in the ensuing theory projects, without theory lecturers having to write separate narratives or scenarios for their assignments. To foster more holistic mindsets, the threading of these learning opportunities was carefully orchestrated. For example, a project would begin with site analysis and appreciation in Earth Studies, transition to the design studio, and then proceed to Design Communication for iteration and digital documentation. In the following semester, sustainability and materiality would be re-examined in Earth Studies, while technical outcomes were refined in Construction. An important provision is that the learning outcomes of the subjects must be respected and that each remains separately assessed to avoid dilution of learning. Implementing this strategy presented certain challenges, particularly in sequencing learning experiences across various subject areas, which required clear, timely communication between lecturers. Because students’ activities were streamlined and duplication avoided, the notion of university subjects as singular, unrelated pigeonholes of knowledge was challenged as practice workflow was mimicked. The experiment has proven successful, especially in terms of students’ affective learning experience, and it is now being taken forward to subsequent years of study, where we plan to continue and expand the experiment.