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... The introduction to the particular mode of learning in the first year is essential because the studio environment is entirely different from students' previous education in high school. Back then, they passively accept knowledge from their teachers (Brown and Clark 2013) instead of construct one. An architectural studio focuses on knowledge building, encouraging student reflective practice while working on similar tasks yet with different output/interpretation (Cennamo and Brandt 2012). ...
... This environment became such a playground for testing their ideas, ways of thinking, and forms of practice while opening up the possibility to make many reconsiderations (Brown and Clark 2013). It demonstrates creating and reflecting practice simultaneously. ...
This paper explores the implementation of narrative learning in first-year architectural design studios and how it can amplify the making, communicating and reflecting aspects of the study. In particular, this paper examines the estrangement technique, which enables an objective view of a story and its telling. The technique allows the students to detach an existing narrative from its context to be analysed, and then recontextualise it. We focus on the main studio project for the first-semester architecture and interior architecture students in Universitas Indonesia as the context of this study. This paper analyses their process, final outputs, and feedback to see the lesson learned from their perspective. The study suggests that learning narrative framework in architectural design studio supports the students to think systematically. In the end, estrangement technique provides the students with a way to retain some aspects of a narrative while playing with others, producing a fresh view on telling stories through enhancing their ambiguity and interaction between design author and their audience.
... In doing so, we suggest that geographers have a lot to gain by developing a more engaged relationship with Architecture, which despite being another spatial discipline with a similar interest in participatory research methods, has been largely overlooked by geographers. In particular, the practice of spatial play, emerging in Architecture, offers an imaginative new way of exploring shared social problems (Brown and Clark, 2008). ...
To-date geographical research on encounters has primarily comprised observation of naturalistic settings (both micro publics and everyday public spaces) or narrative accounts of encounters generated by conventional methods, this paper focuses on a contrived spatial experiment to create meaningful contact across difference. Inspired by, and drawing on insights from, Architecture – a discipline relatively neglected by geographers in recent times – we use a creative form of spatial play to stimulate groups of people to explore their differences and to develop shared understandings. Whereas previous studies have identified the importance of material objects in art projects and home spaces in mediating relations between people, surprisingly little attention has been paid to the physical configuration of space in work on encounters, despite the fact that geography is a spatial discipline. Here, we engage directly with the role of the form and function of space. Our spatial experiments demonstrate how paying attention to the materiality of micro-spaces rather than social relations alone, can provide insights into the generation of positive interactions by contributing to a greater understanding of how meaningful encounters happen, and what can be done to facilitate them. Specifically, by exploring the size and configuration of space, issues of ownership and surveillance, the relationship between primary and secondary space, and aural architecture this research identifies how working together to create a shared private or intimate space – might facilitate a sense of empowerment and the production of social relations characterised by democracy and inclusion.
These days, participatory design processes are being encouraged and applied to urban design and planning, with mandatory public participation in processes of master planning or environmental impact assessment (EIA). Unfortunately, projects mandated to be participatory in nature are usually dominated by top-down methods with no real sharing of powers or decision-making authority. This paper postulates that for effective community participation, participation should start in the architectural design studio. The success of a participatory approach depends on the shift of the mindset of young architects, when they recognize that their role is not of a leader but that of a facilitator, that they are not subject experts, but process experts. When they understand this viewpoint, they are likely to act as a catalyst in the design process, unlike 'be in control' as our current architectural pedagogy teaches them to do. Participatory approaches demand that we redefine the relationship between the design professional and the stakeholders. This study attempted to investigate and understand how participatory approaches can be applied in the architectural pedagogy, striving to learn its benefits, issues and concerns. It also evaluated the efficacy of the method by interviewing students, faculty and jury at the end of the semester.
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