Two sides of the story : film and food in architectural education
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2009
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Lawrence, J.L.
Hurst, R.L.
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Journal article
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International Journal of Learning, 2009; 16(9):221-230
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Abstract
The pedagogical approach of the collaborative first-year Architecture and Interior Architecture Studio valorises self and individuality, and aims to resist the homogenising effects of globalisation. It enables students to take ownership of projects which allows them to express their cultural, social and familial backgrounds with rich and varied responses. By gaining a better understanding of what constitutes identity-both in a personal, local and global context-students are able to consider ethical, environmental, cultural and social responsibilities of dwelling and place. An adaptive teaching mechanism that stimulates students' learning and identity is projects that exploit unorthodox alliances between universal cultural devices. In addressing the experiential differences of the student demographic two cultural observations can be relied upon: students are cinematically savvy; they enjoy the visual stimulation, narratives and escapism of film. The other, more tangential to architectural education, is that they eat. Associations with film and design exploit parallel preoccupations with space, perception and visual scene setting. Similarly food defines cultures and is intimately connected to the same criteria that define architecture - place, time, materiality and the senses. Both devices act as a portal between cultures. This paper describes and illustrates these two flexible and accommodating teaching strategies. © Common Ground, Jane Lawrence, Rachel Hurst.
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Copyright 2009 The Authors