• This creative learning activity was a contentious series of small workshops and a summative hand-in requirement for the overall semester design project. It operated as parallel sessions but was deeply integrated within the design assignment.

• The different activities used active learning to deepen students' understanding of the challenges posed by climate change and unpredictable futures in the built environment. By engaging in this activity, students used scenario-based learning to develop their creative and critical thinking skills, explored the role of architecture in mitigating and adapting to climate change, and enhanced their visual communication abilities.

• They gained valuable insights into climate change's key concepts and challenges, analysed its impacts on the built environment, and recognised the need for resilient design strategies. The activity prompted students to think innovatively and critically as they envisioned future scenarios and explored design solutions to address climate change challenges such as rising sea levels and extreme weather events.

• A significant emphasis was placed on effective visual communication throughout the activity. Students learned drawing techniques that enabled them to convey architectural ideas related to climate change and unpredictable futures with clarity and impact.

• Collaboration, co-presence, and peer learning were actively encouraged, providing opportunities for students to exchange ideas and engage in discussions focused on climate-responsive design. These collaborative interactions fostered diverse perspectives and enriched the learning experience. Furthermore, students could reflect on their design choices and ethical responsibilities through peer discussions. They gained a deeper understanding of the broader implications of climate change and the pivotal role architects play in shaping a sustainable future.

This workshop can be for any year group; however, complexity should increase with upper education levels. This learning activity was conducted as several workshops over a semester, integrated into the design studio, and had a summative hand-in requirement at the end.

Equipment or learning environment:

• Research materials and online resources on climate change, sustainable design, and architectural responses to climate challenges.

• Drawing materials, including paper, pencils, markers, rulers, and drafting tools for visual representation.

• Computer facilities with design software and internet access for digital rendering and research.

Objective:

This assignment aims to allow students to explore and address the challenges of climate change and unpredictable futures by creating future scenario drawings. Students will develop their critical thinking skills, creative abilities, and understanding of sustainable design principles in the context of a changing climate.

Activity Structure:

Research and Analysis (1-day workshop):

• Research the impacts of climate change on the built environment, considering rising sea levels, extreme weather events, and other relevant factors for the student's semester project context.

• Explore trends and projections related to future climate scenarios and their potential implications for the built environment.

• Analyse case studies and existing architectural responses to climate change, identifying their strengths and weaknesses.

Choosing a scenario (ongoing task alongside the design studio)

• Through writing, envision a future scenario the student would like to work with that addresses the challenges of climate change and unpredictable futures.

Scenario Development (2 x ½ day drawing workshop):

• Based on the previous writing, students should visually develop the scenario and consider factors such as atmosphere, resource efficiency, resilience, adaptability, and sustainable design principles. This will help to think of architectural ways to address this.

• Working in co-presence, students will visualise how their ongoing design project may respond to different scenarios. These drawings should be considered sketches to test the design at different stages and will be finalised at the end of the design project.

Visual Representation:

• In connection with your final design, students should utilise appropriate drawing techniques, tools, and mediums to represent the future scenario visually

• The drawing should clearly communicate the architectural ideas, spatial arrangements, and sustainable design strategies through the drawings.

• This should be set as a drawing requirement for the design project brief - requesting two visualisations in different scenarios of their choosing.

Presentation and Evaluation:

• To evaluate, students should discuss with peers, share insights, receive feedback, and exchange ideas on climate-responsive design.

• Additionally, evaluating the effectiveness of the visual communication and the depth of the sustainable design strategies presented in the scenario.

Reflection and challenges:

The activity fostered creative thinking skills among students as they envisioned inventive understandings that responded to climate change challenges. Students were encouraged to explore unconventional approaches to create sustainable and resilient built environments.

The emphasis on co-presence, collaboration and peer learning allowed students to engage in fruitful discussions, exchange ideas, and receive constructive feedback. This collaborative approach enriched the learning experience and exposed students to diverse perspectives and design approaches.

However, climate change is a multifaceted and rapidly evolving issue, which presented a challenge in distilling the complexity of the subject matter within the scope of the teaching activity. Students needed to grasp the key concepts and challenges associated with climate change while still maintaining a focus on architectural design and representation.

Incorporating sustainable design principles into future scenarios requires a comprehensive understanding of various strategies. Students faced the challenge of effectively integrating these principles into their designs while considering the broader context.

While the activity emphasised visual communication, some students may have faced challenges effectively conveying their architectural ideas through drawings. Ensuring their drawings effectively communicated the design concepts, spatial arrangements, and atmosphere of the future scenarios required skill development and practice.

Students produced a reflective text, at least two variations of hand-drawing sketch drawings of different scenarios and a final visualisation of their design project in 2 scenarios. The medium, size and techniques used for the drawings were left open to the student's choosing. Peer feedback was conducted during the process, but the final drawings were assessed as part of the overall design project.

The activity successfully emphasised the importance of effective visual communication in conveying architectural ideas related to climate change. Students developed proficiency in drawing techniques and effectively communicated their design concepts, spatial arrangements, and atmosphere through their visual representations.

Limitations and Assumptions:

One limitation of the activity may be the time constraints imposed on students to research, develop, and refine their future scenarios. The complexity of climate change issues and the integration of sustainable design principles require extensive research and thoughtful consideration, which might be challenging to accomplish within a limited timeframe, especially for younger students. Prescribed scenarios or a more narrowed focus may be beneficial to address this.

Adaptation and Refinement:

Several adaptations and refinements can be considered to address the limitations and enhance the teaching activity. Firstly, providing students more time for research and scenario development would allow for a deeper exploration of climate change challenges and a more comprehensive integration of sustainable design principles. This could involve extending the duration of the activity or breaking it down into multiple stages to allow for iterative development.

Additionally, incorporating real-world case studies and guest speakers from the architectural industry could provide students with practical examples and insights into how architects currently address climate change challenges. This would help bridge the gap between theoretical knowledge and real-world application.

Furthermore, incorporating field trips or site visits to sustainable buildings or urban developments could provide students with first-hand experience and inspiration for future scenarios. This hands-on approach would deepen their understanding and allow for a more contextualised application of sustainable design principles.

Lastly, incorporating interdisciplinary collaboration by involving students from other relevant disciplines, such as environmental science or engineering, could further enrich the activity. This interdisciplinary approach would encourage students to consider broader perspectives and foster holistic understandings.

• Students gained a deeper understanding of the challenges posed by climate change and unknown futures in architecture. They developed knowledge of the impacts of climate change on the built environment and recognised the need for adaptive and resilient design strategies at the landscape and building scale.

• Through the creation of future scenarios, students developed their creative thinking skills. They learned to think innovatively and critically, exploring design solutions that address and adapt to unpredictable futures.

• The emphasis on visual communication enhanced the students' ability to convey architectural ideas effectively. They developed proficiency in drawing techniques and learned to visually communicate design concepts, spatial arrangements, and atmospheres beyond the ideal scenario.

• The activity encouraged collaboration and peer learning. Students engaged in discussions, exchanged ideas and provided feedback to their peers. This collaborative approach fostered the development of teamwork and communication skills, as well as exposure to diverse perspectives and design approaches.

Learning Outcomes for Teachers:

• Through this activity, teachers deepened their own understanding of the challenges and complexities associated with climate change in the built environment. They expanded their own knowledge of sustainable strategies and stayed updated on current approaches and developments in climate-responsive architecture.

• Teachers also further develop their pedagogical skills by designing and implementing the teaching activity. Refining the workshop techniques to engage students effectively through co-creation and co-presence while learning about climate change and sustainable design, incorporating hands-on activities, group discussions, and critical reflection.

• Including real-world examples of sustainable architectural projects that address climate change challenges can provide students with tangible references and inspire their design thinking. Case studies, guest speakers, or site visits can help students understand the practical application of climate emergency design approaches.

• Climate change is a complex issue that requires interdisciplinary collaboration. Students can gain a broader understanding of the challenges and potential solutions by incorporating perspectives from other disciplines, such as environmental science, engineering, or social sciences. Collaborative projects or discussions with students from these disciplines can promote cross-disciplinary learning and foster innovative problem-solving.

• The physical layout of the learning environment, with flexible workspaces, collaborative areas, and access to shared resources, plays a significant role in facilitating co-presence and co-creation. Such environments cultivate a sense of community, encourage active participation, and enhance the overall learning experience.

• Offering regular feedback throughout the activity can guide students in refining their future scenarios. Encouraging iterative development allows students to build upon their initial ideas and incorporate feedback into subsequent iterations. This process helps students deepen their understanding and improve the quality of their designs.

• Promote opportunities for students to reflect on their design choices, ethical responsibilities, and the broader implications of climate change. Encourage students to critically analyse their design solutions and consider the social, environmental, and economic dimensions. Reflection activities, written reflections, or group discussions can facilitate this reflective practice.

Examples of student work

Picture of student work

Picture of student work 2