Out of “touch”? An experiential pedagogical approach to daylighting in architecture and interior design education

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Abstract. A new challenge is emerging. Contemporary built environment
pedagogy demands engagement with both analogue and digital tools for
simulation and verification of lit architectural environments. The use of
analogue tools within architectural design education grasps onto the
historically valued craftsmanship of drawing and physical models to
measure, represent and understand our lit environment ambiance. Digital
tools can provide efficient, simultaneous and precise verification of lit
architectural interior space through 3D computer modelling and calculation
software. However, the understanding and representation of daylit scenarios
is becoming more numerically complex as lighting metrics and software
gain in accuracy and dynamic range. With the majority of easily accessible
software tools focussing on numerical verification, the ephemeral ambience
that daylight in particular creates in interior architectural spaces is becoming
ever more difficult to grasp for the architectural design student and
practitioner. This paper seeks to challenge the exclusive use of digital tools
for the understanding and representation of lit interiors by proposing that
this methodology cultivates design epistemologies that are out of “touch”.
Questionnaire findings and workshop studies are presented as pedagogical
constructs are proposed inviting physical, experiential learning of lighting
principles in collaboration with numerical and digital modes of learning to
provide connections and translations to develop through ‘touch’ing light.
Original languageEnglish
Title of host publication14th European Architecture Envisioning Conference (EAEA14 2019)
Subtitle of host publicationSHS Web of Conferences
Volume64
ISBN (Electronic)978-2-7598-9068-2
DOIs
Publication statusPublished - 26 Aug 2019

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