Dpto. Proyectos, Teoría y Técnica del Diseño y la Arquitectura

In 1984, German furniture-maker Axel Bruchhäuser reached out to architectural duo Alison (1928–93) and Peter Smithson (1923–2003) with a playful letter ostensibly written by his cat and addressed to theirs. The letter between cats inquired about commissioning the Smithsons to build several lookouts on Bruchhäuser’s home, known locally as the “Hexenhaus” (the “Witches’ House”—a common name in the area where the Brothers Grimm wrote their fairy tales). Started in 1986 and completed in 2001, and located in a dense forest in Hessen, the renovation that the Smithsons undertook constituted an example of what they called “law of the conglomerate.” Step by step, the house was expanded and opened to admit the light as well the trees, which became part of the interior. The house’s primary materials are wood and glass, providing a poetic example of latticework and a stunning use of natural light.

Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for mathematics also affects the subject of physics because “the role of mathematics is to be the language of physics”. The EXPLORIA project proposed by the CEU Cardenal Herrera University is a potential solution to this problem. The objective of this project is the implementation of STEAM learning (Science Technology Engineering Art Mathematics) in the Degree in Fundamentals of Architecture at CEU Cardenal Herrera University through the EXPLORIA project. This article focuses on the activities carried out in the subject of physics in the Degree in Fundamentals of Architecture, corresponding to the part of mechanical engineering in order to show that through the realization of different challenges, we can develop creative products, new buildings with their logos and storytelling, as well as connect with the rest of subjects. For its development, students must use everyday objects within their reach, such as forks, spoons, knives, shoes, etc., to build an object or structure that must remain in a “creative balance” and this will serve as an inspiration for new buildings. These new creations are evaluated by an architecture team who fills in a rubric to evaluate the creativity and originality of the products. The number of students included in this project was 24 and the participants’ age ranged between 18 and 20 (similarly distributed). At the end of the work, an anonymous ad hoc questionnaire was carried out to show the students’ assessment of the new teaching methodology and the challenges developed in the subject of physics.

The past state of alarm, due to the global pandemic by COVID-19, which forced people to remain confined in homes for 99 days, revealed the lack of necessary conditions in housing, and the forced alteration of inhabiting them. The experience Inhabiting the post-pandemic, learning from the experience lived at a personal and collective level, aims to add to the reflection on the future of housing. The initiative is materialized through a contest open to all architecture students in the Valencian Community and its transfer to the classroom as a vertical workshop in one of the universities participating in the initiative, relying on the contest tool as an inciter to debate and as learning methodology.