Abstract:

Architecture, as a discipline, extends beyond the creation of physical structures; it is an intricate fusion of art, design, and culture. Encouraging architecture students to actively participate in installations and interventions in the built environment offers them a unique opportunity to develop a greater sense of architecture as a cultural medium. This paper explores the myriad benefits of such participation within the realm of architectural education. Engaging in installations enables students to explore unconventional materials, spatial experiences, and interactive design, fostering creativity and pushing the boundaries of traditional architectural practice. By actively immersing themselves in the process of installation creation, students gain practical skills that can be applied to their future design projects. Installations provide a platform for students to engage with the broader community, promoting dialogue and encouraging a deeper understanding of architecture's social impact with specific groups as well as the general public sphere. Through public design interventions, students learn to consider cultural context, human interaction, and environmental factors, thereby developing a more holistic approach to design. Participating in installations exposes architecture students to the rich possibilities of architecture as a cultural medium, expanding their artistic vision and preparing them to become well-rounded professionals in the field. The messaging and synthesis of their modest design interventions are a harbinger of their enduring outputs in their professional careers. By embracing installations as a vital component of architectural education, we nurture the next generation of architects who are equipped to shape the built environment in a manner that resonates with society and culture.

Keywords:

Design pedagogy, experiential learning, agency, scalable problem-based learning.