Appraisal Based Learning for Effective Cognition of Vernacular Architecture
Ar. Asif R Khan1, N. Lakshmi Thilagam2
1Ar. Asif R. Khan, Kalasalingam Academy of Research and Education College, Krishnankoil (Tamil Nadu), India.
2Dr. N. Lakshmi Thilagam, Kalasalingam School of Architecture, Krishnankoil (Tamil Nadu), India.
Manuscript received on 03 December 2019 | Revised Manuscript received on 21 December 2019 | Manuscript Published on 31 December 2019 | PP: 828-834 | Volume-8 Issue-4S2 December 2019 | Retrieval Number: D11941284S219/2019©BEIESP | DOI: 10.35940/ijrte.D1194.1284S219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: One of the objectives of architectural design education can be defined as mentoring architecture students to produce meaningful architecture. In concurrence a progressive divergent framework to facilitate effective learning is required. This could be achieved by adopting an instructional strategy which focuses on act of meaningful knowing. This approach would not only make transmission of learning contextually relevant, but may also significantly alter the perception of the habitable space to be conceived. The research further depicts the need for diachronic process based appraisal format of enquiry. The emphasis is on retrieval of information about effective building design strategies from past attempts with respect to a particular typology of habitat design. This knowledge base becomes basis for innovative problem addressal while resolving new spatial issues. Such a precedent based instructional strategy would pave way for meaningful architectural discourse in the design studio. A framework for appraisal based study is proposed as part of the research paper. A qualitative study of the fundamentals of traditional dwellings practices in Kerala is also carried out as part of this research. From the view point of perceiving and reflecting on built environment; the ability to recognise, understand and experience spaces in terms of appropriate settings, spatial quality, functionality and form is essential. The proposed instructional framework is further strengthened by integrating with fundamental concepts of learning theories and physiological activities related to teaching and learning based mentoring process. Essential traits from the three domains of learning theory namely behaviourism, cognitivism and constructivism are incorporated to construct a learning experience known as comprehensive approach. The understanding of human cognition and induced activity helps us to logically comprehend the various activities involved at respective stages during learning. This overall act relates to how rationally processed information is being organised in a person, how it is likely to be retrieved and applied for resolving spatial issues related to habitat design when given an opportunity.
Keywords: Learning Theories, Comprehensive Approach, Appraisal Based Learning, Diachronic Approach, Sustainable Practices.
Scope of the Article: Open Models and Architectures