Domestic Prototypes Co-Designed Through Experimental 1 m3 Topological Cubes
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This paper shows a prototyping project carried out with first-year architecture students at the University of Alcalá. The project starts with the development of a 1 m3 prototype associated to a micro-domestic space for each student, generating forty-five microarchitectures. The main objective for all students is domesticity. Students interpret their domestic intimate space developed in a 1 m3 cube. The aim of this paper is to test the learning process on domestic layout through a prototyping approach. The approach is based on twenty-five previously selected architectural references, and proceeds through a process of co-design learning and design thinking to the translation and experimental approach of ten prototypes constructed at a scale of 1:1. This paper focuses on the learning process carried out with the DPM (diagram, plan, model) methodology and patterns generated by the students’ architectural projects through the development of prototypes.
KeywordsArchitectural education Co-design Domestic prototypes DPM (diagram, plan, model) methodology Project-based learning (PBL)
On the one hand, thanks to the forty-five students of The School of Architecture (ETSA-UAH) of the University of Alcalá (UAH) for their effort and hard work. On the other hand, thanks to the teachers of “Grupo Taller UAH”, FINSA Madrid (Finsa 21) and technical assistants. The experimental project has been financed by an innovative teaching project from the Institute of Education Sciences, University of Alcalá (ICE UAH), called “Development of spatial capacities by applying the 1 m3 cube in variable and experimental domestic environments”. Links to the project course: https://www.virginiadejorge.com/teaching. https://grupotallerblog.wordpress.com/proyectos-1/. The project is based on the first part of the ongoing Ph.D. research on experimental housing and its thresholds of the first author. It has been possible thanks to the funds of an 4-year excellence pre-doctoral contract (FPU-MECD) of the Ministry of Education, Culture and Sport from the Spanish government. The authors thank the comments and suggestions by the editor and the reviewers who have helped to improve this work. The responsibility for any mistakes made is solely the responsibility of the authors. All images and photos shown here are by the authors.
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