This is a teaching and learning activity delivered as part of a Whole Life Design Theory module taught in the MArch programme at TU Dublin. It can be delivered as short contained activity (two weeks in duration) or run the length of a semester as an iterative process. The Whole Life Design (WLD) Module provides the necessary theoretical foundation and key techniques that are applied and integrated in design studio projects in a parallel module - Collaborative Design Studio (CDS). The concept of Shearing Layers (Duffy 1992, Brand 1994) is used as an analytical tool in the WLD module and a synthetic tool in the CDS module. Students are introduced to the concept through examples which demonstrate how the approach can be an instrumental part of the circular economy and lead to a shift in design methodology. It embodies a discrete approach to the assembly/construction of buildings that allows for dynamic futures as well as maintenance, repair and renewal. The activity relates to the ARCH4change themes of ENERGY and CO2, MATERIALS and PERFORMANCE.

By disassembling a case study, the student becomes aware of the discrete nature of certain layers, gaining an appreciation for design in reverse. By reverse engineering a building, the student can interrogate the contingent realities of Space, Structure, Services and Envelope. The activity aims to support students in interrogating building construction from a shearing layer perspective and identify alternative assembly approaches which minimise whole life costs and support the circular economy objectives.

Shearing Layers as originated by Frank Duffy (1992) and developed by Stuart Brand (1994) is explained in reference to existing contemporary architectural practice alongside alternative speculative practices. Modular, Flexible, Tessellated and Cybernetic Architectures are explored as alternative approaches to sandwiched, compressed, laminated and embedded design and construction methodologies.

Each student is provided with a case study building and a simple analytical framework. A traffic light system is used to identify those components and elements that are

RED - incapable of easy disassembly/reuse, e.g. concrete, glued elements, etc.

YELLOW – capable of being disassembled/reused, if mechanically fixed, e.g. timber frames, panel systems, etc.

GREEN – easily removed and easily reused, e.g. inertia materials, e.g. loose laid paving.

The first stage of the exercise is that the student takes an existing 2d or 3d drawing or develops their own version to demonstrate their understanding of the existing situation. In the second stage the student is encouraged then to develop an alternative design methodology that moves the RED elements to YELLOW and the YELLOW elements to GREEN. Coloured pencil overlays on tracing paper is just as effective as a photoshopped layered approach.

Students are encouraged to work fast and use the tools to hand - coloured pencil overlays on tracing paper is just as effective as a photoshopped layered approach – the emphasis is on the quality of the analysis rather than the representation. A peer review process is used alongside expert input from the lecturer and guest reviewers.

The teaching material in the first part of the activity is delivered as part of a hybrid course comprising online lectures and in class activities. The latter part is a desktop exercise which can be executed by the student by hand or on a computer. Following the submission, the work is discussed and lessons learned are garnered on group session. Through a parallel collaborative studio project this concept is expected to be deployed and evidenced in the student work.

The output by students includes a drawn and annotated (with references) analytical overview of the case study in a report format. The first part of this report should identify design issues using the prescribed Traffic Light evaluation system and analyse the nature of these issues in relation to whole life cycle (repair, maintenance and replacement) and the circular economy. The second part of the report should propose alternative design approaches which retain the design characteristics of the case study but improve disassembly, adaptability, flexibility and circular economy objectives. The staged process raises awareness in students of how accepted and commonplace design approaches can ‘build-in’ problems for the future.

The activity outputs at all stages are subject to peer review through structured discussion and formative feedback from the lecturer. The activity can also be summatively assessed.

The key learning outcomes for students are the ability to:

• Analyse a building construction from a shearing layer perspective

• Identify alternative assembly approaches for flexible building systems

• Design for the circular economy, maintenance, repair, and renewal

From the educator’s perspective the learning outcomes include an increased understanding of the importance of supporting students in developing the skills to analyse key principles around materials, construction layers, assembly through a case study and then synthesise that learning in a response that demonstrates understanding of whole life cycle challenges in buildings. It is recommended that a demonstration project is prepared by the educator at the outset.

Provide insights into teaching activity. What potential improvements could be made.

The main hurdle is to ensure that students have a good understanding of construction. If applying it in earlier years a simpler approach to the case study analysis could be found, for example through the choice of less complex case studies.

Other recommendations include running a demonstration analysis parallel to the student work utilising more 3D case studies rather than just 2D sections as the prime source, which may allow a more sophisticated understanding of the challenges of material and component connections. 3D drawings and assembly drawings would make this exercise easier. However most of the case study material available to students and researchers rely heavily on 2d dimensional drawings and itemised material or assembly specification.

While the concept is relatively easy to convey the implications are harder to embrace. In a world dependent on multi-layered fabrics with different performance criteria it makes for a very complex area to navigate. Aside from the external façade there is a lot of work that can be improved upon in terms of assembly and disassembly, dry construction techniques and designing for repair and renewal.