A Pilot Study on Graphics-Based Learning Strategies in Architectural Structures

Abstract

In developing an instructional model for the teaching and learning of structures in an undergraduate architecture program, the author proposes that collaboration, embodied action, and explicit practice of graphics skills may serve as strategies to achieve better motivation, engagement, and performance [1]. Certainly, the evident visual bias of architecture design students and particular constructivist aspects of the design studio serve as major influences in the design of the instructional model.