Claudio Rodrigo Araneda

• PhD
• University of Bío-Bío

This paper presents an intervention that seeks to examine how changes to the spatial organisation of traditional classrooms affect the number of pupils able to interact with the teacher, as well as the quality of this interaction. The experimental design allows for investigation of variations between a ‘traditional’ and new classroom set-ups. This...

The aim of this work is to characterise the evolution of the classroom design in Uruguay and Costa Rica, to distinguish constants and differences that have influenced architectural development and start outlining its future in Latin America. This work is part of a larger research related to a critical analysis of school classroom implemented in Lat...

We argue that the traditional physical environment is commonly taken for granted and that little consideration has been given to how this affects pupil–teacher interactions. This article presents evidence that certain physical environments do not allowequal visual interaction and, as a result, we derive a set of basic guiding principles that could...

This paper presents a strategy for experiential analysis in the traditional classroom environment to determine architectural features to contribute to the understanding and improvement of the pupil – teacher interaction. The methodology includes the analysis of the following topical propositions: visual, proxemic and kinetic in four classroom envir...

This paper present a methodology for approaching architectural knowledge sources used in Design Studio. The investigation is part of a doctoral research focused in analyzing the statements made in this regard by teachers, students and graduates of the career. These data were collected in the period of December 2104 to march 2015 in order to determi...

This paper reports on progress related to the “Urban Instant” project (fondecyt 11110450) developed by the author as a tool for a systematic immersive/phenomenological assessment of the patterns of behavior of our visual field (photographically abstracted) regarding information in the shape of people during our navigations along the streets of any...

Children are entitled to equal access to education; this applies to the classroom setting. The classroom size, shape and layout are commonly taken for granted and little consideration is taken to how this affects the learning experience. This paper argues that the traditional classroom environment does not allow for equal interaction between teache...

Desde la publicación casi simultánea de los manifiestos urbanos de Jane Jacobs (1961) y Kevin Lynch (1960), la diciplina urbana ha sido permeada de forma creciente por el impulso fenomenológico. Si bien comparten principios metodológicos, representan aproximaciones distintivas a los estudios urbanos; dos linajes de pensamiento urbano cuya distinció...

Since the almost simultaneous publication of Kevin Lynch and Jane Jacobs´ seminal and pioneer urban manifestos, the discipline has been increasingly permeated by what could be rightly called the phenomenological impulse. While sharing methodological principles, however, they represent two very distinct approaches to the study of urban matters, a di...

This work outlines the theoretical and methodological framework for the development of analytical rudiments contributing to the registry, cartography and quantification of the urban phenomenon understood not as urban space perception but rather, as perception of people in urban space. It argues that this approach to urban studies belong to an under...

This paper aims to draw the necessary distinctions in order to contribute to identify, among all the objects that populate our world of perception, the urbanist?s own object of study. In systemic jargon, it aims to distinguish that elemental unity that ensures that a phenomenon is an urban one and none other. This, in order to help to distinguish i...