As is well known, architectural design pedagogy persistently demands to look outside the classroom for real-world
problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between
indoor and outdoor environments as well as built and natural environments. Especially the use of outdoor workspaces
where students may generate and test their design proposals strengthens the case for a better understanding of human
habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information
gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity.
In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio
classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally
dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning
space design, but new challenges to the studio-based learning culture. We expose a few exemplary cases from an
ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Técnica Federico Santa
María, to assess the effective integration of outdoor learning environments with our local studio-based learning culture.
Keywords : Architecture Education, Outdoor Studio, Experiential Learning, Sustainable Architecture, Extreme Zones
An Abstract to read the whole article login.......