Early learning of sustainable architecture through progressive interior views

Abstract

Achieving sustainable architecture requires, among other aspects, the incorporation of energy considerations in the early stages of architectural designs. Environmental definitions mainly involve numerical and temporal analysis and the detailing of variables normally defined in the advanced stages of a project, far from the spatial resolutions of the initial design concept, especially during early architectural education. This technical knowledge can be applied with students in the early stages of projects, in accordance with theories on meaningful learning and perception which suggest that information technology and graphic simulations enhance cognitive relational capabilities. This article proposes a sequence of pedagogical experiences with models for the integrated resolution of architectural design, which focuses on the creation of progressive spatial views with energy values. This strategy is exemplified by the sizing of windows for natural lighting in a home work space, which is related to privacy and a view of the outside, as well as with comfort and energy consumption. The process was tested with groups of architecture students and through consultations with teachers and specialists who observed significant motivation that was related to the environment. This graphical integration experience involves the early connection of energy and space requirements, and is useful in higher education and later in professional work which seeks to achieve expressive and environmentally responsible architecture.