•  
  •  
 

Abstract

This paper aims to explain learning strategies for deconstructing and reconstructing natural objects as hidden knowledge in nature for application in design studio pedagogy, particularly in developing architectural forms. Current discourse on nature-based architecture learning often places nature as a form of metaphor and analogy. This article presents various results of tracing natural systems, especially plants and animals, as a basis for learning architecture in the Basic Design studio at the Department of Architecture, Faculty of Engineering, Universitas Diponegoro. The implementation of the design studio was conducted by groups of students who explore different types of plant and animal objects. The students were assigned to explore all the interesting aspects of the selected object's system in order to gain specific knowledge beyond the physical. The studio outputs demonstrate an exploration of new architectural forms based on the hidden knowledge of nature. The exploration method of this study follows the pedagogical process in the studio with data collection being carried out periodically through direct observation during model-making time. The learning result of this studio triggers students to be aware of the various hidden knowledge in the environment that can be used as a basic system for developing architectural forms.

First Page

32

Last Page

45

References

Abusafieh, S. F. (2022). An interdisciplinary reflective approach to promote architectural design pedagogy: Animating basic design principles by music visualizer. Open House International, 47(4), 638–656. https://doi.org/10.1108/OHI-04-2022-0108

Ball, P. (2009a). Shapes: Nature’s patterns: A tapestry in three parts. Oxford University Press.

Ball, P. (2009b). Branches: Nature’s patterns: A tapestry in three parts. Oxford university press.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed). Sage Publications.measures of well‐being attenuates well‐being’s association with individualism. Asian Journal of Social Psychology, 22(3), 256–267. https://doi.org/10.1111/ajsp.12364

Datey, A. (2023). Decolonising the design curriculum: Making "sustainability" accessible, understandable and practicable to second-year undergraduate architecture students. Archnet-IJAR: International Journal of Architectural Research. https://doi.org/10.1108/ARCH-10-2022-0228

El-Mowafy, B. N., & Hassan, A. M. (2023a). A problem and project-based learning strategy to promote students’ motivation in post-pandemic graduation design studio: A prospective comparative study. In A. E. Hassanien, V. Snášel, M. Tang, T.-W. Sung, & K.-C. Chang (Eds.), Proceedings of the 8th International Conference on Advanced Intelligent Systems and Informatics 2022 (Vol. 152, pp. 89–106). Springer International Publishing. https://doi.org/10.1007/978-3-031-20601-6_8

 El-Mowafy, B. N., & Hassan, A. M. (2023b). Post-pandemic adopted learning approach to promote architectural education: Statistical approach. Higher Education, Skills and Work-Based Learning. https://doi.org/10.1108/HESWBL-05-2022-0099

Forty, A. (2000). Words and buildings: A vocabulary of modern architecture. Thames & Hudson.

Lee, S. (2012). A site from seen to contextualized: Urban place in Busan, South Korea. Journal of Urban Design, 17(4), 533–548. https://doi.org/10.1080/13574809.2012.706363

Moosavi, S. (2022). Design experimentation for nature‐based Solutions: Towards a definition and taxonomy. Environmental Science & Policy, 138, 149–161. https://doi.org/10.1016/j.envsci.2022.10.004

Park, E. J., Lee, K., & Kang, E. (2023). The impact of research and representation of site analysis for creative design approach in architectural design studio. Thinking Skills and Creativity, 48(101271). https://doi.org/10.1016/j.tsc.2023.101271

Pioz, J. (2014). Learning from nature as a tool for innovation in architecture. Engineering for Progress, Nature, and People, 3142–3149. https://doi.org/10.2749/222137814814069967

Saghafi, M. R. (2021). Teaching strategies for linking knowledge acquisition and application in the architectural design studio. Archnet-IJAR: International Journal of Architectural Research, 15(2), 401–415. https://doi.org/10.1108/ARCH-01-2020-0005

Suryantini, R., Saginatari, D. P., & Yatmo, Y. A. (2022). Deep interior: Sensorial encounters of Orang Suku Laut with the sea. Interiority, 5(2), 197–216. https://doi.org/10.7454/in.v5i2.232

Vidler, A. (1977). The third typology. Oppositions 7. Princeton Architectural Press.

Vidler, A. (2013). The third typology and other essays. Seaforth Publishing.

Wang, D., & Groat, L. N. (2013). Architectural research methods (2nd ed.). Wiley.

Author Biography

Arnis Rochma Harani
Arnis Rochma Harani is a lecturer at the Department of Architecture, Faculty of Engineering, Universitas Diponegoro since 2013. She completed her Bachelor's (ST) and Master's degree (MT) at Universitas Diponegoro; and her doctorate (Dr) in Architecture at Universitas Indonesia. Her current research focuses on local spatial practices in urban contexts; understanding how the relationship between people and their environment, specifically as one of habitation, addressing mental and physical habitation (making spaces), experiential design, and subjectivity. She involves in various research and projects in collaboration with the government and stakeholders which are aimed at community empowerment. Currently, she is the Deputy Chairman of Architectural Awards and Competitions of the Indonesian Institute of Architects (IAI) for the Central Java region. She is also the editorial board member of the MODUL Journal which focuses on architecture and urban design.

Download

Share

COinS