Developing Spatial Literacy through Design of Built Environments: Art and Crafts Teachers' Strategies
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| Title: | Developing Spatial Literacy through Design of Built Environments: Art and Crafts Teachers' Strategies |
|---|---|
| Language: | English |
| Authors: | Strand, Ingri, Lutnæs, Eva |
| Source: | Design and Technology Education. Nov 2022 27(3):36-57. |
| Availability: | Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://ojs.lboro.ac.uk/DATE/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Spatial Ability, Physical Environment, Design, Art Education, Handicrafts, Design Crafts, Architectural Education, Teaching Methods, Secondary School Teachers |
| ISSN: | 1360-1431 2040-8633 |
| Abstract: | Designing built environments demands the ability to make translations between your visions, visual representations of these, and the full-scale environment that is to be built. Pupils working on architectural tasks face these challenges of translation. How can the teacher come to their aid? Research on teaching strategies for the architectural studio has sought to articulate the entire design process, something that leads to overarching strategies but less hands-on, detailed descriptions. This article offers greater in-depth insight into the strategies teachers use to enhance pupils' spatial literacy. In semi-structured interviews, six lower secondary school "Art and crafts" teachers described their teaching practice related to architectural tasks. From the teachers' detailed moves, we have identified five teaching strategies and placed them in a visual model that demonstrates what role they may play in aiding pupils in the process of designing built environments. By articulating these strategies, we hope to contribute to the development of the vocabulary used in and about teaching design and architecture. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1366866 |
| Database: | ERIC |
| Abstract: | Designing built environments demands the ability to make translations between your visions, visual representations of these, and the full-scale environment that is to be built. Pupils working on architectural tasks face these challenges of translation. How can the teacher come to their aid? Research on teaching strategies for the architectural studio has sought to articulate the entire design process, something that leads to overarching strategies but less hands-on, detailed descriptions. This article offers greater in-depth insight into the strategies teachers use to enhance pupils' spatial literacy. In semi-structured interviews, six lower secondary school "Art and crafts" teachers described their teaching practice related to architectural tasks. From the teachers' detailed moves, we have identified five teaching strategies and placed them in a visual model that demonstrates what role they may play in aiding pupils in the process of designing built environments. By articulating these strategies, we hope to contribute to the development of the vocabulary used in and about teaching design and architecture. |
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| ISSN: | 1360-1431 2040-8633 |
