New Perspectives in Science Education
Connecting Spatial Analysis and Experience in Architectural Education
Janne Teräsvirta, German University in Cairo (Egypt)
Abstract
Architectural education requires students to connect physical conditions with judgments about spatial experience. Some conditions can be quantified; others are considered here as "spatial affordances" (directing views and movement) and "formal affordances" (catching and directing attention), evaluated through observation and comparison in context. This paper draws on classroom experience in which students develop an inviting approach and entrance by analysing and revising models and drawings against four criteria: scale (each affordance relative to the whole), exposure (when affordances become apparent along the approach), proportion (composition of affordances and the entire building), and distance (how the length and sequence of movement support the intended experience). Successive iterations allow students to reconsider how their proposals meet these criteria. Building on this practice, the paper explores space, material, movement and perspective as starting categories for an evolving architectural taxonomy or ontology, using approach and entry to develop terminology and relationships between physical conditions, affordances, intentions, design decisions and evaluation, in a format supporting students, teachers and design teams. Architectural patterns, embodied perception and affordance theory provide theoretical foundations [1–3]. The proposed framework asks students to distinguish observations from interpretations, articulate an intended experience, justify design decisions, and identify evidence that could support or challenge their evaluation. Its contribution to science education is an approach towards systematic evaluation of multiple affordances, including those without numerical measures. Physical analysis informs experiential interpretation, which directs further analysis and design exploration. The exercise informs ongoing development of a design ontology supporting such workflows. The paper reflects on teaching experience and proposes a conceptual framework; it does not report measured learning gains or validate an established ontology.
Keywords: architectural education; spatial analysis; spatial experience; architectural ontology; design iteration
REFERENCES
[1] Alexander, C., et al. (1977). A Pattern Language. Oxford University Press.
[2] Merleau-Ponty, M. (1945). Phénoménologie de la perception. Gallimard.
[3] Maier, J. R. A., Fadel, G. M., and Battisto, D. (2009). An affordance-based approach to architectural theory, design, and practice. Design Studies, 30(4), 393–414.
