VIRTUAL New Schools of Thought

Abstract

In my presentation, I will explore Character-Led Design, a narrative-based methodology I have developed. This approach combines elements from architecture and film, to foster empathy, inclusivity, and collaborative teaching environments in architectural design studios for a diverse range of students. One of the reasons I developed this methodology was in response to the #FeesMustFall student-led protests in South Africa targeted at higher education institutions that called for free tertiary education and curriculum decolonization. Character-Led Design incorporates the narrative technique of screenwriting from the field of film to assist students in envisioning architectural spaces from the viewpoints of diverse characters. The briefs given to students facilitate the development of their narratives and characters emphasizing a student-led methodology, allowing for greater engagement and ownership of the design process. In this approach, educators become facilitators and collaborators in students’ designs instead of authoritative figures dictating how things should be. In character-led design, the design studio functions as a collaborative educational environment where passive learning shifts to active engagement, with students collaboratively developing characters and narratives and considering the role of architecture in shaping and reflecting social realities. Through their narratives and characters, students think critically about the cultural and emotional dimensions of space, deepening their understanding of not only human-centred spaces but spaces that consider non-human beings too. This method aims to broaden students’ perspectives on the diverse and complex ways in which people connect to space and the context in which they inhabit. This session will showcase a character-led design project, highlighting its impact on an architectural design studio within architectural pedagogy.