Learning from the Environment and Making: Using Analysis and the Senses

Abstract

This paper draws on a study which identified building, making and direct observation of the environment as key methods for learning about construction and informing design. College access to building and field experience can be limited and an understanding of how and why students learn from their surroundings and the objects that they manipulate can help lecturers and students to optimise these learning activities. Using Interpretative Phenomenological Analysis, the study identifies common ingredients in the first-hand experiences of seven architects that helped them with both construction and design. The themes that emerge are then discussed from a broader range of educational perspectives. As analytical engagement, direct use of multiple senses and effective perceptual learning are identified as key to building, making and direct environmental observation, all three are discussed and related to the cyclical processes of design and learning. Finally, the paper proposes a number of ways in which sensory and analytical activities could be used to optimise environmental learning during the cycles of design and learning.