This paper aims to explain learning strategies for deconstructing and reconstructing natural objects as hidden knowledge in nature for application in design studio pedagogy, particularly in developing architectural forms. Current discourse on nature-based architecture learning often places nature as a form of metaphor and analogy. This article presents various results of tracing natural systems, especially plants and animals, as a basis for learning architecture in the Basic Design studio at the Department of Architecture, Faculty of Engineering, Universitas Diponegoro. The implementation of the design studio was conducted by groups of students who explore different types of plant and animal objects. The students were assigned to explore all the interesting aspects of the selected object's system in order to gain specific knowledge beyond the physical. The studio outputs demonstrate an exploration of new architectural forms based on the hidden knowledge of nature. The exploration method of this study follows the pedagogical process in the studio with data collection being carried out periodically through direct observation during model-making time. The learning result of this studio triggers students to be aware of the various hidden knowledge in the environment that can be used as a basic system for developing architectural forms.
Abusafieh, S. F. (2022). An interdisciplinary reflective approach to promote architectural design pedagogy: Animating basic design principles by music visualizer. Open House International, 47(4), 638–656. https://doi.org/10.1108/OHI-04-2022-0108
Ball, P. (2009a). Shapes: Nature’s patterns: A tapestry in three parts. Oxford University Press.
Ball, P. (2009b). Branches: Nature’s patterns: A tapestry in three parts. Oxford university press.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed). Sage Publications.measures of well‐being attenuates well‐being’s association with individualism. Asian Journal of Social Psychology, 22(3), 256–267. https://doi.org/10.1111/ajsp.12364
Datey, A. (2023). Decolonising the design curriculum: Making "sustainability" accessible, understandable and practicable to second-year undergraduate architecture students. Archnet-IJAR: International Journal of Architectural Research. https://doi.org/10.1108/ARCH-10-2022-0228
El-Mowafy, B. N., & Hassan, A. M. (2023a). A problem and project-based learning strategy to promote students’ motivation in post-pandemic graduation design studio: A prospective comparative study. In A. E. Hassanien, V. Snášel, M. Tang, T.-W. Sung, & K.-C. Chang (Eds.), Proceedings of the 8th International Conference on Advanced Intelligent Systems and Informatics 2022 (Vol. 152, pp. 89–106). Springer International Publishing. https://doi.org/10.1007/978-3-031-20601-6_8
El-Mowafy, B. N., & Hassan, A. M. (2023b). Post-pandemic adopted learning approach to promote architectural education: Statistical approach. Higher Education, Skills and Work-Based Learning. https://doi.org/10.1108/HESWBL-05-2022-0099
Forty, A. (2000). Words and buildings: A vocabulary of modern architecture. Thames & Hudson.
Lee, S. (2012). A site from seen to contextualized: Urban place in Busan, South Korea. Journal of Urban Design, 17(4), 533–548. https://doi.org/10.1080/13574809.2012.706363
Moosavi, S. (2022). Design experimentation for nature‐based Solutions: Towards a definition and taxonomy. Environmental Science & Policy, 138, 149–161. https://doi.org/10.1016/j.envsci.2022.10.004
Park, E. J., Lee, K., & Kang, E. (2023). The impact of research and representation of site analysis for creative design approach in architectural design studio. Thinking Skills and Creativity, 48(101271). https://doi.org/10.1016/j.tsc.2023.101271
Pioz, J. (2014). Learning from nature as a tool for innovation in architecture. Engineering for Progress, Nature, and People, 3142–3149. https://doi.org/10.2749/222137814814069967
Saghafi, M. R. (2021). Teaching strategies for linking knowledge acquisition and application in the architectural design studio. Archnet-IJAR: International Journal of Architectural Research, 15(2), 401–415. https://doi.org/10.1108/ARCH-01-2020-0005
Suryantini, R., Saginatari, D. P., & Yatmo, Y. A. (2022). Deep interior: Sensorial encounters of Orang Suku Laut with the sea. Interiority, 5(2), 197–216. https://doi.org/10.7454/in.v5i2.232
Vidler, A. (1977). The third typology. Oppositions 7. Princeton Architectural Press.
Vidler, A. (2013). The third typology and other essays. Seaforth Publishing.
Wang, D., & Groat, L. N. (2013). Architectural research methods (2nd ed.). Wiley.