Experiential learning in architectural education: model-making in the digital age

This paper examines model-making, specifically prototyping, as a problem-based, and possibly experiential, learning activity. Prototyping activities are increasingly being introduced by schools of architecture around the world for the teaching of architectural design and construction technology. Such activities mediate between sophisticated digital modeling technologies, new materials and new construction techniques, and are a means of enabling students to oscillate between the abstract and the concrete: between the virtual world of the computer screen and the physical reality of a model built to scale from representative materials. This paper reviews the literature on what is being done and how. It discusses whether current prototyping activities are taking advantage of the large body of knowledge contained within theories of experiential learning and proposes that a series of guidelines should be formulated to inform the implementation of experimental prototyping activities in the architecture studio. The paper concludes with my own prototyping case study conducted at the University of Technology, Sydney in 2007, which was deliberately designed as an experiential learning activity. Perceptions of its successes and challenges are discussed. A hands-on construction activity will be provided to engage participants in this session.