Contextual learning strategies in the early stages of architecture education

Abstract

The main objective of this paper is to present a series of interconnected contextual learning strategies applied in the early stages of architecture education. The study presents the design and implementation process of a term project assigned to first-year architecture students. It applied the contextual learning strategies by combining the autobiographical memory and design problem to explore unique narrative structure. This method allows for aligning multiple contexts-course content, the objective of the course, students profile, the learning environment and the basis of the design disciplines. The process was a performative one that involves storytelling, video making, quasi-research skills and informal discussions with parents and guardians to uncover and present the changing nature of the urban fabric as seen and understood by students. The results show that the students engaged and unearth various material within the contextual paradigm.