The (de)construction of comfort teaching in architecture schools : the case of lighting education

Abstract

Lighting and its effects have been significant topics of discussion in various fields, such as architecture, engineering, performing arts, medicine, biology, and physics. However, in the educational realm of architecture professionals, few records discuss teaching methods, learning assessments, and program descriptions, indicating a research gap, especially in fundamental courses in Architecture and Urbanism, such as project studios. This thesis aims to contribute a teaching practice that integrates lighting and project design in Brazilian architecture and urbanism schools. By doing so, it aims to contribute to the professional education that will enhance the quality of life for users through their projects. Lighting education in architecture courses can be naturally reflected from different perspectives. The premise of this work recognizes a gap between various knowledge sources that constitute an architect's education and the lack of a consistent structure to connect them. This research hypothesizes that it is possible to teach lighting in architectural and urban planning courses in a way that students develop the competence to design while considering light behavior in both internal and external spaces. Despite the many possible pathways contributing to professional education, it is believed that teaching through project-based practice is one of the most effective strategies. The research is based on theoretical and documentary research, surveys with architects, interviews with professors, and approaches with Italian and Brazilian students. It incorporates Donald Schön's reflective practice theory, emphasizing collaborative practice, reflective evaluation, continuous learning, and innovative problem-solving. By exploring case studies and fieldwork, this study identifies insights contributing to the critique of pedagogical practices and teaching strategies, highlighting the importance of an integrated educational approach. These observations aimed to understand student interactions with architectural lighting education and to assess the strategies and challenges faced teaching and learning processes. The results indicate that students initially had limited practical knowledge about lighting, as evidenced by a survey conducted at the beginning of the course. However, after implementing integrative exercises and reflective practice principles, students' understanding and confidence in lighting design improved significantly. The practical application of theoretical knowledge allowed students to engage critically with the content, fostering a deeper understanding of lighting's role in architectural design. The results for Professors also identified various teaching methodologies, didactic resources, software, and other particularities. In conclusion, this thesis proposes didactic-pedagogical contributions to improve the integration of lighting content with project practice through reflective analysis. It emphasizes the importance of maintaining foundational comfort disciplines, introducing new software and experiential learning methodologies, and fostering a solid professor-student relationship. The study suggests that a comprehensive approach to lighting education, including technical and experiential learning, can significantly enhance the quality of architectural education and practice. Future research directions include exploring lighting education in different contexts, evaluating theorists from other educational areas discussing integrative themes, deepening the international context of Lighting education in architecture courses, and assessing student learning from various types of learning content. Overall, this thesis comprehensively analyzes lighting education in architecture, proposing innovative solutions to enhance teaching practices and student learning outcomes.