Physical modelling as a conceptual device for climate responsive architecture: investigating pedagogy for theoretical discourses

Abstract

Concepts remain the point of origin for creativity in design activity. For a comprehensive exploration of concepts it is imperative to assign adequate time and significance in architectural education and pedagogy towards their understanding. Physical modelling is one of the key techniques that helps in the critical analysis and conceptual comprehension in design. The current research considers the use of physical modelling as a conceptual device in the learning of theoretical discourse with specific focus on climate-responsive architecture. In the delivery of theories in architecture to students, such conceptual devices enhance and establish the knowledge imparted. While presenting the use of physical modelling as a conceptual device, the current research work acts as an illustrative exercise that can be carried out during the coursework for Climate and Built Environment that in turn can enrich the learning of thermal comfort principles in architecture. The research lists the learning outcomes of the classroom exercise and evaluates them against the learning theories postulated by the International Bureau of Education. The exercises resulted in the development of 3D physical models that illustrated the understanding gained by the students. It was observed that application of theory imparted during over the course of lectures was applied. The students also drew from their intuition and internal aesthetic sense. It was noted that the theory covered in class had been tested and explored and there was a strong rationale behind each model, proving that the exercise had taken the understanding of the theme beyond the scope of theoretical knowledge. The observations also revealed that the core principles of the learning theories propounded by the International Bureau of Education were in alignment with the learning outcomes from the modeling exercises that were executed by the authors, especially that of the Experiential Learning Theory. It may be concluded that these exercises can be effectively used in lecture classes that discuss architectural theories, including sustainability and climate response in buildings to expand the aesthetic and sustainable sensitivity of the learner. Consequently productivity in the design studio is vastly enriched. Apart from enrichment stemming from the listed learning outcomes, students are able to analyse design problems with climate in mind, thereby, familiarizing them with concepts of sustainability in the design studio.