Phenomenology for Introductory Architectural Analysis Courses: The pentagon methodological approach
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Published
Jun 1, 2015
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Abstract
As a consequence of fruitful discussions about joining
theory and practice both in design research and
educational design programmes, this article aims to
explore phenomenological parameters in the framework of
an exercise for Engineer-architecture students from the
University of Leuven in Belgium. Relying upon the
arguments of recognised architects regarding the
importance of the phenomenological approach in the field
of architecture, it is intended to propose a five-step
method (pentagon) to add to architectural analytical
exercises. The paper argues that an explicit
phenomenological awareness within architectural design
education should be addressed in addition to the potential
references to architectural phenomenology in theoretical
courses or in the discourse of architectural design teachers
during the studio courses. This article begins this process
through the discussion of one example: ‘Integrated
Seminar on Housing’ which is taught in the first semester
of the bachelor programme. A qualitative review of the
outcomes of the exercise stresses a positive effect in the
development of students’ skills that are not an explicit
focus of methodologies related to programmatic or
technical skills. The conclusions encourage the
development of the experimental study to improve the
complementarity of the phenomenological approach with
the more technical methodologies. In the final reflections
about the results of the pentagon methodological
approach some evidence is provided in respect to the
article’s claims.
theory and practice both in design research and
educational design programmes, this article aims to
explore phenomenological parameters in the framework of
an exercise for Engineer-architecture students from the
University of Leuven in Belgium. Relying upon the
arguments of recognised architects regarding the
importance of the phenomenological approach in the field
of architecture, it is intended to propose a five-step
method (pentagon) to add to architectural analytical
exercises. The paper argues that an explicit
phenomenological awareness within architectural design
education should be addressed in addition to the potential
references to architectural phenomenology in theoretical
courses or in the discourse of architectural design teachers
during the studio courses. This article begins this process
through the discussion of one example: ‘Integrated
Seminar on Housing’ which is taught in the first semester
of the bachelor programme. A qualitative review of the
outcomes of the exercise stresses a positive effect in the
development of students’ skills that are not an explicit
focus of methodologies related to programmatic or
technical skills. The conclusions encourage the
development of the experimental study to improve the
complementarity of the phenomenological approach with
the more technical methodologies. In the final reflections
about the results of the pentagon methodological
approach some evidence is provided in respect to the
article’s claims.
Article Details
How to Cite
POMBO, Fátima; WOUTER, Bervoets; DE SMET, Henk.
Phenomenology for Introductory Architectural Analysis Courses: The pentagon methodological approach.
Design and Technology Education: an International Journal, [S.l.], v. 20, n. 2, june 2015.
ISSN 1360-1431.
Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2043>. Date accessed: 31 mar. 2023.
Keywords
phenomenological approach, architecture students’ exercise, dwellings interpretation, atmospheric quality
Section
Research
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