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.

Methods & data collection

a) Perception Lab & Mapping (stage: experience) – I designed and planned learning activities using senses and perception to explore a given architectural space’ physical, spiritual and psychological attributes, to reveal the complex overlay of information, traces and meanings embedded into the architecture, and that inform site specific design.

This was an all-day on-site activity carried out by students independently utilizing a special map that I designed inspired by my professional practice and ‘sensory mapping’ (Powell, 2010).

Time limit: related to the size of the building, not less than 1 hour.

b) Exploration of site-specific (stage: experience) – An overview of the principles and best practice of this theatre design practice, with references to present and past methodologies, carried out through an interactive approach where the students had to search information following a history timeline; Time limit: 1 hour.

c) Peer Map review (stage: reflection) - In class activity carried out first as a single and in small teams, aimed to review and select the Perception Mapping experience and analyse the findings; Students share their feedback about the given site and recorded on personal sensory map.

First phase: students are requested to share the most relevant and/or recurring perception data (i.e.: ‘isolation’) using their personal smartphones on a shared online poll (PollEv).

Second phase: students are asked to connect historical facts with their perception experience to express physical quality of the space and potential creative use of it. Time limit: 30 min.

d) Workshop (stage: conceptualisation) – In class team activity to modify the students’ previous knowledge and preconception about an architectural space, stimulate lateral thinking and design ideas. Sub-activities:

Sub-activity 1- write a Dramaturgy of the Place.

- As a team, students created a piece of prose (a fictional story, max 400 words) that relates to Worksop Priory Gate House and is inspired by students’ personal experience during the exploration of the space. Time limit: 30 min max.

Sub-activity 2 – set each Scene in a Place

- As a Team, students divided the single story in episodes (scenes) using different places of the building for each scene of story;

Sub-activity 3 - draw a personal interpretation of Place

- As a single student, they picked one scene of the story and draw their personal interpretation of an element of the Place on a A3 sheet (landscape, any technique allowed);

e) Presentation and review (stage: experimentation) – Students (collected in teams) created and presented their ‘Dramaturgy of Space’ through a series of design sketches as a storyboard (image b); the final output of the project was then focused on a completely different output for architecture students (the storyboard) derived from theatre design, and that utilizes CBL’s relevant characteristic: use of storytelling, brainstorming, and self-guided learning.

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